Assessing challenge and difficulty has to be at the forefront of our thoughts. How do we teach students in a way that makes the material easy enough to understand, but hard enough to promote and provoke meaningful and memorable thought in our students?
This blog by Adam unpicks the “traditional” approach to questioning and challenge – an approach that relies on Bloom’s taxonomy. In it, via a series of scientific examples, he argues that Bloom’s isn’t a good enough model. He writes that we should replace it with a more sophisticated one that accounts for a much wider range of variables than a superficial reliance on command words. Read here: