Presentation Type
Poster Presentation
Abstract
Objective: To evaluate the impact of transparent Bloom’s Taxonomy (BT) item mapping on the student experience.
Methods: First-year student pharmacists were oriented to BT twice during their first semester. Using a quasi-experimental research design, a point-of-care testing (POCT) active learning exercise and related low-stakes assessment were identified for the intervention. Following the active learning, a five-question “exit ticket” on Google Forms was randomly distributed based on QR codes: Group 1 (n=20) had no BT item mapping and Group 2 (n=20) had BT labels for each item. Performance, confidence, and experience evaluation were captured on each exit ticket. Descriptive statistics were generated in Excel.
Results: Groups were comparable in demographic variables, with Group 2 having increased ethnic diversity. Group 1 demonstrated an increased performance average on POCT questions (91.25%) than Group 2 (86.25%) and also reported higher perceived confidence in POCT results interpretation. Most respondents (82.5%) self-identified with mid-range BT levels after the POCT activity and item performance did not correlate with self-identified BT level. Both groups tended to agree (>80%) that knowing BT levels for items would be useful on an exam. In Group 2, 95% of the students reported benefits in BT level awareness when answering items.
Conclusion: This pilot explores BT labeling of assessment items and the impact on the student experience. While BT transparency may be a viable tool for students, adequate training is necessary to mitigate unwanted factors presented by the novelty of this approach.
Faculty Mentor
Dr. Sarah Collier, Ph.D.
Recommended Citation
Young, Annaston, "Examining the Influence of Mapped Bloom's Taxonomy Items on the Student Pharmacist Experience" (2025). Student Scholar Symposium. 179.
https://digitalcollections.lipscomb.edu/student_scholars_symposium/2025/Full_schedule/179
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Pharmacy and Pharmaceutical Sciences Commons
Examining the Influence of Mapped Bloom's Taxonomy Items on the Student Pharmacist Experience
Objective: To evaluate the impact of transparent Bloom’s Taxonomy (BT) item mapping on the student experience.
Methods: First-year student pharmacists were oriented to BT twice during their first semester. Using a quasi-experimental research design, a point-of-care testing (POCT) active learning exercise and related low-stakes assessment were identified for the intervention. Following the active learning, a five-question “exit ticket” on Google Forms was randomly distributed based on QR codes: Group 1 (n=20) had no BT item mapping and Group 2 (n=20) had BT labels for each item. Performance, confidence, and experience evaluation were captured on each exit ticket. Descriptive statistics were generated in Excel.
Results: Groups were comparable in demographic variables, with Group 2 having increased ethnic diversity. Group 1 demonstrated an increased performance average on POCT questions (91.25%) than Group 2 (86.25%) and also reported higher perceived confidence in POCT results interpretation. Most respondents (82.5%) self-identified with mid-range BT levels after the POCT activity and item performance did not correlate with self-identified BT level. Both groups tended to agree (>80%) that knowing BT levels for items would be useful on an exam. In Group 2, 95% of the students reported benefits in BT level awareness when answering items.
Conclusion: This pilot explores BT labeling of assessment items and the impact on the student experience. While BT transparency may be a viable tool for students, adequate training is necessary to mitigate unwanted factors presented by the novelty of this approach.