Objective To identify inter-rater reliability and accuracy of pharmacy faculty members' classification of exam questions based on Bloom's Taxonomy. Methods Faculty at a college of pharmacy was given six example exam questions to assign to the appropriate Bloom's level. Results Inter-rater reliability and accuracy were both low at 0.25 and 46.0%, respectively. Accuracy increased to 81.8% when the six Bloom's levels collapsed to three. Conclusions Both inter-rater reliability and accuracy were low. Faculty members' misclassifications suggested a three-tier combination of the Bloom's levels that would optimally improve accuracy: Knowledge, Comprehension/Application, and Analysis/Synthesis/Evaluation. Faculty development should also be considered in improving accuracy and reliability.

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Critical thinking has long been recognized as a valuable skill, both in education in general and within the world language teaching field specifically. In recent years, critical thinking has been identified as one of the 21st century skills that students need to succeed in modern society (Partnership, 2009). However, there is no clear, unifying definition of the term itself (Paul, 2004), and the definition of critical thinking is debated in many different fields without support from empirical data (Kuhn, 1999). Similarly, critical thinking has been often discussed in the literature as having great potential to facilitate language learning, and particularly to develop language proficiency (Gaskaree, Mashhady & Dousti, 2010; Heining-Boynton & Heining-Boynton, 1992; Hoch & Hart, 1991; Rojas, 2001; Williams, Lively & Harper, 1994). However, this discussion has not been centered around a single, clear definition or been supported by empirical research. This study attempts to fill these gaps by exploring how currently practicing world language teachers define the term critical thinking. Definitions were gathered through a survey of K-16 world language teachers from across the United States and through interviews with individual beginning level German instructors at a large, private university in the western United States. Findings revealed three primary ways in which teachers define critical thinking: first, by identifying characteristics of critical thinking; second, by discussing the thought processes and skills used in the action of critical thinking; and third, by describing the topics about which critical thinking takes place, either on the micro-level, dealing with language itself, or on the macro-level, dealing with real-world issues and themes. Based on these three areas of definition, several pedagogical implications were identified. As critical thinking is integrated as a 21st century skill into the world language classroom, the traditional roles of the teacher may need to transform, the content used in the classroom may need to change, and the activities in which students are asked to engage may likewise need to shift. The integration of these pedagogical implications into the world language classroom as a means to facilitate the development of advanced levels of language proficiency is also discussed.

O mapa conceitual é uma ferramenta gráfica de representação e organização do conhecimento. Seu objetivo é explicitar relações hierárquicas e significativas entre conceitos na forma de proposições. Este trabalho buscou investigar se o ensino de uma disciplina num curso de nível superior, no qual os alunos fossem solicitados a elaborar mapas conceituais, pode se mostrar capaz de levar estudantes universitários a níveis mais elevados de desempenho cognitivo. Os níveis cognitivos são compreendidos à luz da Taxionomia de Bloom, que visa classificar a ação mental esperada do estudante, a saber: lembrar, entender, aplicar, analisar, avaliar e criar. A pesquisa foi realizada durante um ano letivo em uma instituição de ensino superior, particular, do interior paulista com 48 estudantes do curso de Pedagogia. Os dados foram coletados por meio de avaliações escritas aplicadas ao final do primeiro semestre, quando não houve uso do mapa conceitual. E ao fim do segundo, após treinamento e uso do mapa conceitual. O resultado da análise estatística indica que, apenas na categoria lembrar, a diferença encontrada não foi estatisticamente significante entre as duas avaliações, indicando que a utilização do mapa conceitual como recurso de ensino não levou a um desempenho melhor por parte de quem o utilizou. Em todos os demais níveis as diferenças se mostraram altamente significantes, afirmando uma melhoria de desempenho por parte dos sujeitos quando utilizaram o recurso de elaborar individual e coletivamente o mapa conceitual, possibilitando inferir que o uso do mapa conceitual pode favorecer um melhor desempenho cognitivo em problemas que exijam níveis cognitivos mais complexos / The conceptual map is a graphical tool that shows the representation of ones knowledge and the organization of this knowledge. Its purpose is to make explicit hierarchical and meaningful connections among concepts in the form of propositions. This work sought to investigate if the teaching of a subject in a higher education major, in which students were asked to elaborate conceptual maps, is able to lead university students to higher levels of cognitive performance. The cognitive levels are understood in the light of Bloom\'s taxonomy, which aims to classify the expected mental action of the student, namely: to remember, to understand, to apply, to analyze, to evaluate and to create. The research was carried out during a school year in a private higher education institution, in the interior of São Paulo, with the participation of 48 students from the Pedagogy major. The data were collected through written assessments applied at the end of the first semester when there was no use of the conceptual map and also at the end of the second semester after practicing and using the conceptual map. The results of the statistical analysis indicate that the difference found in the remembering category alone was not statistically significant between the two assessments, indicating that the use of the conceptual map as a teaching resource did not lead to a better performance by those who used it. In all other levels, the differences were highly significant, affirming improvement in the performance of the subjects after having used the conceptual mapping feature, individually and collectively, enabling infer that the use of the conceptual map may favor a better cognitive performance in problems that require more complex cognitive levels

Le syndrome de Bloom (BS) est une maladie génétique rare caractérisée par une forte augmentation du taux d’échanges entre chromatides soeurs, des anomalies de ségrégation des chromosomes et une prédisposition au développement de tous types de cancers. Ce syndrome est la conséquence de mutations dans les deux copies du gène BLM, codant pour une 3’-5’ ADN hélicase de type RecQ. La ou les fonctions de la protéine BLM sont encore mal définies mais les données de la littérature convergent vers un rôle de BLM dans des mécanismes de surveillance et/ou maintien de l’intégrité du génome. La protéine BLM serait impliquée dans le redémarrage de fourches de réplication bloquées pendant la phase S et serait nécessaire à la résolution de ponts anaphasiques en mitose, notamment de ponts particuliers appelées « UltraFine anaphase Bridges » (UFBs). Ces UFBs, qui relient les chromatides soeurs entre elles, ne sont pas détectables par les colorants classiques et leur présence ne peut-être révélée que par la détection des protéines PICH (Plk1-Interacting Checkpoint Helicase) ou BLM. A l’état basal, ces UFBs sont essentiellement d’origine centromérique (cUFBs).Tout l’enjeu de mon projet était de déterminer si BLM était également impliquée dans la prévention de la formation de ces cUFBs et donc si BLM jouait un rôle avant l’anaphase. Nous avons montré que BLM est recrutée aux centromères de la phase G2 jusqu’en mitose. BLM, en coopération avec la protéine PICH, est nécessaire (1) à l’organisation structurale de l’ADN centromérique, (2) à la disjonction complète des centromères, indépendamment de la voie des cohésines, suggérant une implication de ces protéines dans le processus de décaténation des centromères et (3) au recrutement de la topoisomérase IIa (Topo IIa) active aux centromères.Nos résultats révèlent ainsi une nouvelle localisation et une nouvelle fonction de la protéine BLM aux centromères et montrent pour la première fois l’implication des protéines BLM et PICH dans la décaténation centromérique avant l’anaphase. Nous proposons que BLM et PICH, par leurs activités respectives hélicase et de remodelage de la chromatine, modifient la structure des centromères pendant la pré-métaphase, rendant ainsi certaines caténations accessibles à la Topo IIa avant l’anaphase. La défaillance de ce mécanisme entraînerait la persistance de caténations centromériques non résolues avant l’anaphase. Ainsi, dans les cellules BS, la fréquence élevée de cUFBs aurait deux origines différentes : une partie correspondrait à des cUFBs formés du fait d’une décaténation défaillante des centromères avant l’anaphase, et l’autre partie correspondrait à des cUFBs « physiologiques » non résolus en anaphase. Afin de distinguer l’origine des cUFBs, nous avons appelé ceux issus de caténations non résolues avant l’anaphase les UFBs centromériques surnuméraires (SC-UFBs pour Supernumerary Centromeric UFBs). / Bloom syndrome (BS) is a rare genetic disease characterized by a sharp increase in the rate of sister chromatid exchanges, chromosome segregation abnormailities and a predisposition to the development of all types of cancers. This syndrome is caused by mutations in both copies of the BLM gene, which encodes BLM, a RecQ 3'-5 DNA helicase. The specific function(s) of BLM remain unclear, but the data from the literature converge towards a role for BLM in mechanisms monitoring and / or maintaining genome integrity. The BLM protein may be involved in restarting stalled replication forks during S phase and necessary to resolve anaphase bridges in mitosis, including particular bridges called "Ultrafine Anaphase Bridges" (UFBs). These UFBs, which link sister chromatids together, are not detectable by conventional stains and their presence can only be revealed by the detection of the proteins PICH (PLK1-interacting checkpoint helicase) or BLM. In untreated cells, UFBs originate mostly from centromeres (cUFBs).The challenge of my project was to determine whether BLM was also involved in preventing the formation of cUFBs and so, if it played a role before anaphase.We showed that BLM is recruited at centromeres from G2 phase to mitosis. BLM, in cooperation with PICH, is required for (1) structural organization of centromeric DNA, (2) completion of centromere disjunction, independently of the cohesin pathway, suggesting an involvement of these proteins in centromere decatenation process, and (3) recruitment of active topoisomerase IIα (Topo IIα) to centromeres. Thus, we report a new localization and a new function of BLM at centromeres, revealing for the first time a new role for BLM and PICH in a previously unknown centromeric decatenation mechanism, crucial for complete centromere disjunction.We propose that the combined action of BLM and PICH promotes, through their helicase and chromatin remodelling activities, respectively, the organization of centromeric chromatin, thereby rendering some centromeric catenates accessible to Topo IIa before the onset of anaphase. The failure of this mechanism may lead to the persistence of some centromeric catenations not resolved before anaphase. Thus, the increase in the frequency of centromeric UFBs in BLMdeficient cells has two different origins: cUFBs arising from catenations not resolved before anaphase and physiological cUFBs not processed at anaphase onset. Two distinguish the two cUFB origins, we defined the former as supernumerary centromeric UFBs (SC-UFBs).

Diploma thesis deals with social networking sites and their use in education. Thesis is divided into two general parts. The first part deals with theory of learning; Bloom's taxonomy of educational objectives and new educational theory based on learning in networks -- Connectivism. After that thesis focuses on the definition of social networking sites, introduction of some of the best known social networking sites and examples of their use in foreign and domestic educational practice. The second part of the thesis is concerned with a practical use of chosen social networking site Wall.fm in classes of Web 2.0 and Social Networking Services course at the University of Economics, Prague. One of the parts is devoted to the survey among students of the course regarding the feedback on the use of social networking site in classes. The author then offers recommendations and suggestions for the use of the social networking site in Web 2.0 and Social Networking Services course in the upcoming semesters.

Educators in a rural charter middle school in the United States were challenged with the reliable assessment of student thinking skills even though the development of higher order thinking was an espoused goal for the school. The purpose of this study was to validate a new rubric based on Bloom’s Revised Taxonomy (BRT) to reliably assess student levels of thinking as reflected in the students’ written work. A quantitative, nonexperimental design was used. The focus of the research questions was on the BRT rubric’s reliability and validity. Interrater reliability was assessed using Krippendorff’s alpha. Validity was explored by assessing the relationship between the BRT scores collected in this study to the original teacher scores of students’ archived writing samples. Reliable, unrelated scores would have suggested that the two processes were scoring different constructs. The convenience sample of 8 volunteer teachers scored papers using the new BRT rubric. Each teacher scored 52 writing samples, 2 each from 26 students in the 7th grade. The Spearman correlation coefficient between the BRT and original teachers’ scores was not statistically significant. The teachers’ original scores could not validate the BRT as a measuring tool. Also BRT measure failed to demonstrate evidence of reliability (Krippendorf’s α = .05). A position paper was created to present the results of this study and to explore possibilities for improving the assessment of thinking. Positive social change may be encouraged by the use of a reliable and valid scoring process to quantify levels of thinking. A reliable scoring process for levels of thinking could lead to more balanced curricula, instruction, and assessment ultimately providing a base for customized student learning experiences.

Community developers are often solicited to teach essential core concepts and strategies in the field but lack the consensus among their peers on which theories constitute the fundamentals. This study examines leading community development theories, concepts and approaches to establish the essential elements for a weeklong short course. In addition to content research, leading teaching theories were also explored to establish the core methods for teaching such a course. Active learning techniques were utilized to increase student participation in the learning process while building solidarity and capacity in the class. Finally, the short course was taught to a group in Banda Aceh, Indonesia and was evaluated for knowledge and attitude change through pretests, posttests, and journal entries.

The presence in state standards of the Taxonomy of Educational Objectives: Cognitive Domain (referred to Bloom 1 in this study) and A Taxonomy of Learning, Teaching, and Assessing (referred to as Bloom 2 in this study) was examined in this qualitative investigation. Standards for the English language arts eighth grade curriculum were chosen for examination in order to maximize the opportunity for all Bloom levels to appear; all states have language arts standards and eighth grade is the highest grade level at which NCLB testing is mandated. The standards documents of the 36 stated that have language arts standards unique to eighth grade comprised the analyzed data source and were accessed from state education websites. Descriptive narrations of cognitive levels, benchmarks, indicators, strands, sub-strands, writers of the standards, and any and all references to Bloom 1 and Bloom 2 were investigated. Inter-coder reliability was calculated to address the major research question regarding the clarity of reference to cognitive level of the standards. The qualitative content analysis research methodology chosen to answer the study's research questions culminated in the emergence of four major themes. 1) The extent to which the state standards were classifiable according to Bloom 1 or Bloom 2 depended largely upon consonance in assumptions made by the coders regarding a presumed conditions component for the standards; state standards lack condition components specifying what learners are presented with or have access to at the time the competency stated in the standard is demonstrated. 2) Eighth grade English language arts state standards incorporate cognitive learning levels of Bloom 1 and/or Bloom 2 through the range of Bloom levels. The verb "use" was noted as the most frequent taxonomic verb appearing in the standards. 3) Only five states directly referenced Bloom 1 or Bloom 2 in the documents' introduction/overview, table of contents, document guides, acknowledgements, appendices, and/or bibliography. 4) Of the 2,566 standard statements examined, 96 percent appear to be above the lowest Bloom 1 (Knowledge) and Bloom 2 (Remember) level, employing the researcher's assumed condition component. Overall, results showed that while some states incorporate Bloom 1 and/or Bloom 2, a majority of the standards appear to be written in the lower levels of the Bloom taxonomies. The researcher suggested strategies such as collaboration, consulting, training, and surveying students, parents, teachers, administrators, state committees, and agencies on knowledge of and inclusion of the Bloom taxonomic frameworks in order to improve the clarity of the intended cognitive levels set by the state standards.

The purpose of this study was to investigate the effect of the use of an Alternative-Solution Worksheet (ASW) on American ninth-grade students' problem solving performance, and to determine the extent to which instruction in alternative solutions promotes "look back" strategies. "Look back" strategies are based on Polya's (1973) problem solving steps, and they are an examination of what was done or learned previously. The ASW was designed to encourage students to utilize "look back" strategies by generating alternative solutions to the problems. This mixed-methods study was conducted with two existing groups of ninth-grade Algebra I students. An experimental group of 18 students received instruction in utilizing the ASW for two 55-minute class periods a week for a period of four weeks. A comparison group of 14 students did not receive any instruction. Data for this study were collected by pre- and post-testing, ASWs, focus groups, and one student's "think aloud" process. For the quantitative analysis, a one-way ANCOVA was conducted to determine if there was a significant difference in the mean post-test scores between the experimental group and the comparison group. The students' pre-test score was the covariate. The findings indicated that the experimental group scored slightly better on the post-test, and R2=.345, a medium effect size. There were no significant correlations between the ASW scores and the pre- and post-test scores, but the ASW scores were significantly correlated with the students' EXPLORE9 math and reading percentiles. The qualitative findings indicated that "look back" occurred at all six levels of Bloom's Revised Taxonomy, but it is the "look back" that occurs at the upper three levels, in the context of higher order thinking skills, that results in better mathematical problem solving abilities. In addition, positive affective changes were evident despite little improvement in students' mathematical problem solving abilities. The results of this study indicated that higher order thinking skills need to be practiced regularly so students can use them effectively.