Abstract:

Learning assessment of the students is an important issue to be addressed to measure the effectiveness of teaching methods and to identify possible learning gaps. Depending on the learning topic, students may have different levels of difficulty. The identification of learning gaps of the students has been a challenge and a study object to propose improvements in a learning process. Techniques that define learning objectives linked to the cognitive development and skills of students can be incorporated in the evaluation process to provide effective feedback for teachers and students.

The Bloom Taxonomy (BT) also known as Educational Objectives Taxonomy has been widely used to measure the skills and development levels of the students. The revised Bloom’s Taxonomy is classified into six cognitive levels, organized in a hierarchical way, which are:
1. knowledge;
2. understanding;
3. application;
4. analysis;
5. evaluation and
6. creation, being the level 6 associated the highest cognition level. The use of BT with evaluation rubrics has presented a measure the learning and the applied knowledge of the students.

The proposed rubric has been mapped by the levels of the revised BT to evaluate the students from the usage of educational resources. The proposed rubric uses 4 cognitive levels of the BT, to evaluate the capacity of understanding, applying, analyzing and creation of solutions for a Problem Situation (PS).
Educational resources have been used as a learning support tool and provides mechanisms to facilitate the introduction of theoretical concepts by the use of digital assets, usually applied in the companies. In order to evaluate the students, PS has been created, in which students are protagonists of situations that could experience in a real company. PS needs to be solved from the approached study topics and it is used digital tools.

The following learning objectives have been adopted and incorporated in the proposed BT rubric:
• the capacity of understanding the problem as a whole and organize the tasks for members of the group.
• the application of a specific content in practice and the how digital assets can be used for this propose.
• the capacities of analyzing and evaluation to evaluate the skills of divide a problem in subproblems and evaluate the results generated by the techniques applied for each subproblem.
• the capacity of creation of a solution and it originality.

In this sense, the next step is to apply the proposed rubric to evaluate the students of Software Residency (SR) at Universidade Presbiteriana Mackenzie. SR is a practice adopted with undergraduate students of information technology courses, both online and face-to-face, with the aim of acquiring work experience through the search for solutions to real problems. In addition, at SR, activities are carried out in mixed groups (regardless of the academic semester or teaching modality) to develop group work skills.

Keywords:

Bloom Taxonomy, Assessment, Educational Resources, Rubrics.