Reducing assessment anxiety: A case for using revised Bloom’s taxonomy in ESP
Keywords:
anxiety, Bloom’s taxonomy, critical thinking, English for Specific Purposes, prepared speaking.
Abstract
This paper explores the benefits of incorporating the prepared speaking format into the final assessment in English for Specific Purposes, as a response to pandemic and the full-fledged war in Ukraine. The aim was to maintain students’ achievements and reduce examination-related anxiety triggered by war stress. As literature review suggests, anxiety blocks cognitive process and ability to critical thinking, the development of which requires focused and sustained attention and correlation of emotions and cognition. Since the critical thinking development is one of the key competences of the XXI century, the format of the designed pre-examination tasks is based on questioning techniques with trajectory on cognitive levels of Bloom’s Taxonomy, originally developed to help educators set educational objectives. In the suggested format it underwent a transformation, shifting from a teacher-centered approach to a student-centered one with the aim to enhance students’ critical thinking and the ability to ask higher cognitive questions. This study was carried out through a qualitative longitudinal approach with semi-structured interviews, a survey, and observation as data collection methods. The findings demonstrated the viability and a crucial role of prepared speaking format in eliminating anxiety, by providing the achievement-oriented strategies focusing students’ attention on effective task engagement.
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References
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Bilonozhko, N. (2023). Use of Bloom’s Taxonomy in the ESP final exam preparation as the way to avoid the feeling of anxiety in the war period. European Humanity Studies: State and Society, 1, 24-40. https://doi.org/10.38014/ehs-ss.2023.1.00
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Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals, Handbook 1: The cognitive domain. New York: David McKay. https://eclass.uoa.gr/modules/document/.pdf
Butler, H. A. (2012). Halpern Critical Thinking Assessment predicts real-world outcomes of critical thinking. Applied Cognitive Psychology, 26(5), 721-729. https://doi.org/10.1002/acp.2851
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Chin, C., & Osborne, J. (2008). Students‟ questions: a potential resource for teaching and learning science. Studies in Science Education, 44(1), 1-39.
Cohen, R.A. (2014). Focused and sustained attention. In The Neuropsychology of Attention. Boston, MA.: Springer, 89-112, https://doi.org/10.1007/978-0-387-72639-7_6
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Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
Davoudi, M., & Sadeghi, N. A. (2015). A Systematic Review of Research on Questioning as a High-Level Cognitive Strategy. English Language Teaching, 8(10), 76-90.
Deng, J., Zhou, F., Hou, W., Silver, Z., Wong, C. Y., Chang, O., Drakos, A., Zuo, Q. K., & Huang, E. (2021). The prevalence of depressive symptoms, anxiety symptoms and sleep disturbance in higher education students during the COVID-19 pandemic: A systematic review and metaanalysis. Psychiatry research, 301, 113863. https://doi.org/10.1016/j.psychres.2021.1138063
Drigas, S. A., & Papoutsi, Ch. (2018). New Layered Model on Emotional Intelligence. Behav Sci (Basel), 8(5), 45. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5981239/
Graesser, A., & Olde, B.A. (2003). How does one know whether a person understands a device? The quality of the questions the person asks when the device breaks down. Journal of Educational Psychology, 95, 524-536.
Halpern, D. F. (2003). Thought and knowledge: An introduction to critical thinking. Mahwah, NJ: Erlbaum. ISBN: 9781410606433
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27(1), 1-9.
Jehi, T., Khan, R., Dos Santos, H., & Majzoub, N. (2022). Effect of COVID-19 outbreak on anxiety among students of higher education. A review of literature. Current Psychology, 1-15.
Jiang, Y. (2014). Exploring teacher questioning as a formative assessment strategy. RELC Journal, 45(3), 287-304. https://doi.org/10.1177/0033688214546962
Konrad, K., Neufang, S., Thiel, C., Specht, K., Hanisch, C., Fan, J., Herpertz-Dahlmann, B., & Fink, G.R. (2005). Development of attentional networks: An fMRI study with children and adults. Neuroimage, 28, 429-439. https://doi.org/10.1016/j.neuroimage.2005.06.065
Krylova-Grek, Y., & Shyshkina, M. (2021). Online learning at higher education institutions in Ukraine: achievements, challenges, and horizons/ Information Technologies and Learning Tools. ICT and learning tools in the higher education establishments, 85(5), 163-174.
Liu, O. L., Frankel, L., & Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next‐generation assessment. ETS Research Report Series, 2014(1), 1-23.
Mayer, J.D., Salovey, P., & Caruso, D.R. (2008). Emotional intelligence: New ability or eclectic traits? Am. Psychol, 63, 503-517. Doi: 10.1037/0003-066X.63.6.503
McKenzie, J. (2003). Questioning as Technology. From Now On. The Educational Technology Journal, 12(8). http://www.fno.org/apr03/qtech.html
Parashchuk, V. (2017). Questioning strategy as part of EFL teacher knowledge and expertise. Advanced Education, 7, 90-94. DOI: 10.20535/2410-8286.105386
Panno, A., Donati, M. A., Chiesi, F., & Primi, C. (2015). Trait emotional intelligence is related to risk-taking through negative mood and anticipated fear. Soc. Psychol, 46, 361-367. Doi: 10.1027/1864-9335/a000247
Ragan, L. C., Cavanagh, T. B., Schroeder, R., & Thompson, K. (2020). Supporting faculty success in online learning: Requirements for individual and institutional leadership. In Leading the eLearning Transformation of Higher Education (pp. 116-137). Routledge.
Stukalo, N., & Simakhova, A. (2020). COVID19 impact on Ukrainian higher education. Universal Journal of Educational Research, 8(8), 3673-3678.
Syzenko, A., & Diachkova, Y. (2020). Building cross-cultural competence in a foreign language through technology-enhanced project-based learning. Amazonia Investiga, 9(27), 411-418. https://doi.org/10.34069/AI/2020.27.03.45
Szczygieł, D., & Mikolajczak, M. (2017). Why are people high in emotional intelligence happier? They make the most of their positive emotions. Personal. Individ. Differ., 117, 177-181. Doi: 10.1016/j.paid.2017.05.051
Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. University of Glasgow, Scotland. https://doi.org/10.13140/RG.2.1.1995.1129
Taras Shevchenko National University of Kyiv (2020). Concept of the foreign language study for the students of non-linguistic faculties. https://acortar.link/R3fdMj
Tremolada, M., Taverna, L., & Bonichini, S. (2019). Which Factors Influence Attentional Functions? Attention Assessed by KiTAP in 105 6-to-10-Year-Old Children. Behav Sci (Basel), 7. Doi: 10.3390/bs9010007
Temple, C. (2005). Critical thinking and critical literacy. Thinking Classroom, 6(2), 15-20
Vuontela, V., Carlson, S., Troberg, A.M., Fontell, T., Simola, P., Saarinen, S., & Aronen, E.T. (2013). Working memory, attention, inhibition, and their relation to adaptive functioning and behavioral/ emotional symptoms in school-aged children. Child Psychiatry Hum. Dev., 44, 105-122.
Wilson, L. O. (2016). Anderson and Krathwohl Bloom’s taxonomy revised understanding the new version of Bloom’s taxonomy. The Second Principle, 1(1), 1-8. https://acortar.link/JF3eKw
Woldeab, D., & Brothen, T. (2019). 21st century assessment: Online proctoring, test anxiety, and student performance. International Journal of E-Learning & Distance Education, 34(1). https://www.ijede.ca/index.php/jde/article/vi ew/1106
Wood, D. (1991). Aspects of teaching and learning. Learning to think. Routledge, 97-120. ISBN9781315824758
World Economic Forum (2023). Annual Report. https://www.weforum.org/publications/annual-report-2022-2023/
Zimmermann, P., Gondan, M., & Fimm, B. (2015). Test of Attentional Performance for Children. Herzogenrath, Germany: Psytest.
Bilonozhko, N. (2023). Use of Bloom’s Taxonomy in the ESP final exam preparation as the way to avoid the feeling of anxiety in the war period. European Humanity Studies: State and Society, 1, 24-40. https://doi.org/10.38014/ehs-ss.2023.1.00
Bilonozhko, N. (2022). Methodical guidelines to prepare students and conduct a final exam in a foreign language for professional purposes (English). Dnipro "Arbuz" printing and publishing center, 54. https://acortar.link/EL7adR
Birenbaum, M. (2007). Assessment and instruction preferences and their relationship with test anxiety and learning strategies. Higher Education, 53, 749-768.
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals, Handbook 1: The cognitive domain. New York: David McKay. https://eclass.uoa.gr/modules/document/.pdf
Butler, H. A. (2012). Halpern Critical Thinking Assessment predicts real-world outcomes of critical thinking. Applied Cognitive Psychology, 26(5), 721-729. https://doi.org/10.1002/acp.2851
Cherry, K., (2022). How Psychologists Define Attention. Verywellmind. https://www.verywellmind.com/what-isattention-2795009
Cherry, K., (2022). How Psychologists Define Attention. Verywellmind. https://www.verywellmind.com/what-isattention-2795009
Chin, C., & Osborne, J. (2008). Students‟ questions: a potential resource for teaching and learning science. Studies in Science Education, 44(1), 1-39.
Cohen, R.A. (2014). Focused and sustained attention. In The Neuropsychology of Attention. Boston, MA.: Springer, 89-112, https://doi.org/10.1007/978-0-387-72639-7_6
Council of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment Companion volume. Strasbourg: Council of Europe Publishing, www.coe.int/lang-cefr
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791
Davoudi, M., & Sadeghi, N. A. (2015). A Systematic Review of Research on Questioning as a High-Level Cognitive Strategy. English Language Teaching, 8(10), 76-90.
Deng, J., Zhou, F., Hou, W., Silver, Z., Wong, C. Y., Chang, O., Drakos, A., Zuo, Q. K., & Huang, E. (2021). The prevalence of depressive symptoms, anxiety symptoms and sleep disturbance in higher education students during the COVID-19 pandemic: A systematic review and metaanalysis. Psychiatry research, 301, 113863. https://doi.org/10.1016/j.psychres.2021.1138063
Drigas, S. A., & Papoutsi, Ch. (2018). New Layered Model on Emotional Intelligence. Behav Sci (Basel), 8(5), 45. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5981239/
Graesser, A., & Olde, B.A. (2003). How does one know whether a person understands a device? The quality of the questions the person asks when the device breaks down. Journal of Educational Psychology, 95, 524-536.
Halpern, D. F. (2003). Thought and knowledge: An introduction to critical thinking. Mahwah, NJ: Erlbaum. ISBN: 9781410606433
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27(1), 1-9.
Jehi, T., Khan, R., Dos Santos, H., & Majzoub, N. (2022). Effect of COVID-19 outbreak on anxiety among students of higher education. A review of literature. Current Psychology, 1-15.
Jiang, Y. (2014). Exploring teacher questioning as a formative assessment strategy. RELC Journal, 45(3), 287-304. https://doi.org/10.1177/0033688214546962
Konrad, K., Neufang, S., Thiel, C., Specht, K., Hanisch, C., Fan, J., Herpertz-Dahlmann, B., & Fink, G.R. (2005). Development of attentional networks: An fMRI study with children and adults. Neuroimage, 28, 429-439. https://doi.org/10.1016/j.neuroimage.2005.06.065
Krylova-Grek, Y., & Shyshkina, M. (2021). Online learning at higher education institutions in Ukraine: achievements, challenges, and horizons/ Information Technologies and Learning Tools. ICT and learning tools in the higher education establishments, 85(5), 163-174.
Liu, O. L., Frankel, L., & Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next‐generation assessment. ETS Research Report Series, 2014(1), 1-23.
Mayer, J.D., Salovey, P., & Caruso, D.R. (2008). Emotional intelligence: New ability or eclectic traits? Am. Psychol, 63, 503-517. Doi: 10.1037/0003-066X.63.6.503
McKenzie, J. (2003). Questioning as Technology. From Now On. The Educational Technology Journal, 12(8). http://www.fno.org/apr03/qtech.html
Parashchuk, V. (2017). Questioning strategy as part of EFL teacher knowledge and expertise. Advanced Education, 7, 90-94. DOI: 10.20535/2410-8286.105386
Panno, A., Donati, M. A., Chiesi, F., & Primi, C. (2015). Trait emotional intelligence is related to risk-taking through negative mood and anticipated fear. Soc. Psychol, 46, 361-367. Doi: 10.1027/1864-9335/a000247
Ragan, L. C., Cavanagh, T. B., Schroeder, R., & Thompson, K. (2020). Supporting faculty success in online learning: Requirements for individual and institutional leadership. In Leading the eLearning Transformation of Higher Education (pp. 116-137). Routledge.
Stukalo, N., & Simakhova, A. (2020). COVID19 impact on Ukrainian higher education. Universal Journal of Educational Research, 8(8), 3673-3678.
Syzenko, A., & Diachkova, Y. (2020). Building cross-cultural competence in a foreign language through technology-enhanced project-based learning. Amazonia Investiga, 9(27), 411-418. https://doi.org/10.34069/AI/2020.27.03.45
Szczygieł, D., & Mikolajczak, M. (2017). Why are people high in emotional intelligence happier? They make the most of their positive emotions. Personal. Individ. Differ., 117, 177-181. Doi: 10.1016/j.paid.2017.05.051
Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language. University of Glasgow, Scotland. https://doi.org/10.13140/RG.2.1.1995.1129
Taras Shevchenko National University of Kyiv (2020). Concept of the foreign language study for the students of non-linguistic faculties. https://acortar.link/R3fdMj
Tremolada, M., Taverna, L., & Bonichini, S. (2019). Which Factors Influence Attentional Functions? Attention Assessed by KiTAP in 105 6-to-10-Year-Old Children. Behav Sci (Basel), 7. Doi: 10.3390/bs9010007
Temple, C. (2005). Critical thinking and critical literacy. Thinking Classroom, 6(2), 15-20
Vuontela, V., Carlson, S., Troberg, A.M., Fontell, T., Simola, P., Saarinen, S., & Aronen, E.T. (2013). Working memory, attention, inhibition, and their relation to adaptive functioning and behavioral/ emotional symptoms in school-aged children. Child Psychiatry Hum. Dev., 44, 105-122.
Wilson, L. O. (2016). Anderson and Krathwohl Bloom’s taxonomy revised understanding the new version of Bloom’s taxonomy. The Second Principle, 1(1), 1-8. https://acortar.link/JF3eKw
Woldeab, D., & Brothen, T. (2019). 21st century assessment: Online proctoring, test anxiety, and student performance. International Journal of E-Learning & Distance Education, 34(1). https://www.ijede.ca/index.php/jde/article/vi ew/1106
Wood, D. (1991). Aspects of teaching and learning. Learning to think. Routledge, 97-120. ISBN9781315824758
World Economic Forum (2023). Annual Report. https://www.weforum.org/publications/annual-report-2022-2023/
Zimmermann, P., Gondan, M., & Fimm, B. (2015). Test of Attentional Performance for Children. Herzogenrath, Germany: Psytest.
Published
2023-12-30
How to Cite
Bilonozhko, N., Syzenko, A., & Chernyshova, S. (2023). Reducing assessment anxiety: A case for using revised Bloom’s taxonomy in ESP. Amazonia Investiga, 12(72), 101-111. https://doi.org/10.34069/AI/2023.72.12.9
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