Measuring Student Performance in Mathematics in the Modern World Course Using Bloom’s and Solo Taxonomies

Abstract

The quality of learning could be determined by observing students’ performance through the use of SOLO (Structure of the Observed Learning Outcome) and Bloom's taxonomies, which are few of the educational frameworks that can be used to examine the level of students' mathematical skills and performance. The descriptive method utilizing documentary analysis and testing methods were used as instruments involving 1239 students from the different programs, where the attainment levels were computed based on the index of mastery. The results showed that majority of the learning outcomes in the Bloom's taxonomy are not well distributed since mostly are under application, analysis, synthesis, and evaluation levels only, while in the SOLO thinking levels are also not well distributed where mostly targets the multi-structural and the relational levels. Meanwhile, mapping the items in the major examinations showed that most of the items target comprehension, application, and analysis in the Bloom's taxonomy, while multi-structural and relational levels in the SOLO taxonomy. Furthermore, data revealed that the students are not able to attain the expected level of thinking using the assessment instrument since it cannot provide evidence of performance/attainment in the other thinking levels such as knowledge, synthesis, evaluation, uni-structural, and extended abstract. Overall, Bloom's and Solo Taxonomies are crucial tools for evaluating how well students are doing in mathematics in the modern world course. It gives teachers a framework for creating tests and lessons aligned with specific objectives for learning and aids for a deeper comprehension of mathematical ideas.