Applying Bloom’s Taxonomy for Classifying Learning Outcomes in an Electronic Information and Educational Environment

Purpose of research. The study aims to develop a comprehensive approach to assessing educational outcomes embedded by developers in educational programs. This approach can complement the pointrating system to provide a more detailed and multi-faceted assessment, especially within e-learning courses and, as a result, the entire electronic educational environment as a whole.

Materials and methods. The study is based on a competency-based approach, in which the assessment of educational outcomes is focused on the degree of competence formation as projected within each discipline and implemented in the educational program. The materials analyzed included the work program of the academic discipline, as well as the electronic learning course implemented for independent work on the discipline, based on LMS. Data from the electronic gradebook, generated from the results of student performance monitoring, were also used. Bloom’s taxonomy of educational objectives was utilized for the analysis and subsequent structuring of learning outcomes. Matrix modeling was applied for data processing and comparison. Additional research methods included analysis and synthesis, expert evaluation, methods of mathematical statistics (for processing the obtained matrices), as well as comparative analysis of empirical data.

Results. As part of the study, an analysis of the capabilities of the point-rating system (PRS) for assessing learning outcomes was conducted. To objectify the process of measuring educational results within a given course, it is proposed to use a structured model based on Bloom’s taxonomy of educational objectives.

This process is implemented as follows: the electronic gradebook of the course is imported in a matrix form, where the rows correspond to students and the columns to assessment elements (quizzes, assignments, projects, etc.). At the same time, a taxonomic (expert) matrix of the course is formed, in which each assessment element is assigned a weight reflecting its level according to Bloom’s taxonomy and its contribution to the achievement of specific competencies. By multiplying the gradebook matrix by the taxonomic matrix, it becomes possible to aggregate students’ individual achievements, taking into account the levels of competency achievement according to each level of the taxonomy.

An algorithmic approach to organizing a comprehensive process of learning outcomes assessment has been developed. This approach includes the stages of automated data export from LMS Moodle, matrix formation, their subsequent multiplication, and visualization of the obtained results as a results matrix. This not only ensures the objectivity of the point-rating assessment procedure but also enables regular monitoring of the achievement of the planned educational outcomes.

Empirical validation of the proposed methodology was carried out using the materials of a specific academic course delivered via an electronic learning environment. A comparison of the results obtained through the proposed algorithmic approach with the final results demonstrates the practical viability of the proposed scheme and its potential for replication in other courses and educational programs.

Conclusion. The proposed comprehensive approach to the assessment of educational outcomes ensures end-to-end traceability in the development of competencies and contributes to increased objectivity and transparency in the quality assurance procedure of education.

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