Bloom's Taxonomy for Teaching Accounting

These flashcards cover key concepts from Bloom's Taxonomy as it applies to teaching accounting, including cognitive levels, teaching strategies, and assessment methods.

Bloom's Taxonomy

A framework for classifying learning objectives by cognitive complexity in education.

Higher-Order Thinking Skills

Skills such as analysis, evaluation, and creativity that go beyond simple memorization.

Cognitive Levels

Different levels of learning that include remembering, understanding, applying, analyzing, evaluating, and creating.

Assessment Design

The process of creating assessments that measure different levels of cognitive skills rather than just factual recall.

Memory Reinforcement Strategies

Tools like flashcards and quizzes that help strengthen the recall of foundational facts.

Concept Mapping

A teaching strategy that visually displays relationships between concepts to enhance understanding.

Problem-Based Learning

An instructional method that uses real-world problems to encourage students to learn and apply knowledge effectively.

Ethical Decision-Making

The process of making choices based on ethical principles, crucial for evaluating financial performance.

Project-Based Learning

A teaching approach where students gain knowledge and skills by working on projects that are meaningful and relevant.

Scaffolding

A teaching method that involves providing support to students until they can perform tasks independently.

Question: What is the primary purpose of the Bloom's Taxonomy framework in education?

To classify learning objectives based on their cognitive complexity and depth.

Question: Which level of Bloom's Taxonomy requires the student to break information into constituent parts to determine how they relate to one another?

Analyzing

Question: List the 6 cognitive levels of the revised Bloom's Taxonomy from lowest to highest complexity.

1. Remembering

2. Understanding

3. Applying

4. Analyzing

5. Evaluating

6. Creating

Question: In the context of Assessment Design, why is it important to move beyond testing factual recall?

To measure Higher-Order Thinking Skills (HOTS) such as a student's ability to analyze, evaluate, and create, rather than just their ability to memorize information.

Question: How does 'Scaffolding' assist a learner in achieving a task they cannot yet do independently?

It provides temporary support structures that are gradually removed as the learner's competence and autonomy increase.

Question: What is the distinguishing feature of 'Problem-Based Learning' compared to traditional lecture-based instruction?

It uses authentic, real-world problems as the starting point for learning, requiring students to apply knowledge to find solutions rather than passively receiving facts.

Question: Defined as the visual representation of relationships between concepts, which strategy helps enhance structural understanding?

Concept Mapping

Question: Why is 'Ethical Decision-Making' often categorized under the 'Evaluating' level of cognitive levels?

Because it requires the student to make judgments based on specific ethical criteria and standards.

Question: What is the primary outcome expected from 'Project-Based Learning' (PjBL)?

Students gain knowledge and skills by working for an extended period to investigate and respond to an authentic, engaging, and complex question or problem, often resulting in a final product.

Question: What role do 'Memory Reinforcement Strategies' play in the overall learning hierarchy?

They strengthen the 'Remembering' level (the foundation) by using tools like flashcards and quizzes to ensure basic facts are easily recalled for use in higher-order tasks.