Abstract
It is necessary to embed formative assessment within a broader theoretical field to understand it fully as it should be understood in the context of pedagogy. Business education with incentive systems intrigues the new pedagogical concept of a flipped approach divided into distinct levels drawing on Bloom's taxonomy. Bloom’s taxonomy plays a significant role in influencing instructional delivery, curriculum planning, and assessment. It allows the instructors to set educational goals and develop evaluation tools based on a more accurate classification of knowledge levels. Students’ learning and critical thinking are measured through assessments within the six taxonomy levels, which can challenge educators. Despite the need for careful planning, developing Bloom's taxonomy assessments can be a straightforward process. This research exemplifies how formative assessment can be employed in flipped classroom learning by deliberating Bloom's taxonomy into the classroom's instructional delivery and assessment. Additionally, it extends theories and practices on how formative assessment has recently been discussed and explored as a learning tool in business education and assessment areas.
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Acknowledgements
This research is partially supported by the Ministry of Science and Technology, Taiwan, R.O.C. under Grant No. MOST 108–2628-H-224–001-MY3, MOST 110–2511-H-224–003-MY3 and MOST 110–2622-H-224–001-CC2.
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Sari, N.A.R.M., Winarto, Wu, TT. (2022). Exemplifying Formative Assessment in Flipped Classroom Learning: The Notion of Bloom's Taxonomy. In: Huang, YM., Cheng, SC., Barroso, J., Sandnes, F.E. (eds) Innovative Technologies and Learning. ICITL 2022. Lecture Notes in Computer Science, vol 13449. Springer, Cham. https://doi.org/10.1007/978-3-031-15273-3_43
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