IMPLEMENTATION OF BLOOM’S-BASED ASSESSMENT IN SELECTED ENGLISH LANGUAGE CLASSROOMS
Abstract
The integration of Bloom’s Taxonomy into assessment practices offers a systematic and cognitively informed framework for evaluating learners’ performance in English language classrooms. This article investigates the implementation of Bloom’s-based assessment in selected English language teaching contexts, focusing on how teachers operationalize the six cognitive levels—Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating—in evaluating learners’ receptive and productive competences. The study discusses pedagogical challenges, practical strategies, and observed outcomes based on classroom applications. Findings demonstrate that Bloom’s-aligned assessment promotes higher-order thinking, enhances metacognitive awareness, improves task authenticity, and supports differentiated learning. Recommendations for optimizing taxonomy-driven assessment design are included.
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