TEACHERS’ APPLICATION OF BLOOM’S TAXONOMY IN THE TEACHING AND ASSESSMENT OF CRITICAL THINKING SKILLS IN NIGERIA

Abstract

This study focused on how teachers in Nigeria handle classroom instruction using Bloom’s taxonomy and how its application promotes the teaching and assessment of critical thinking. It explored common instructional practices employed in the teaching and how it relates to either the lower or higher stages of Bloom’s Taxonomy. It is believed that critical thinking and other high order thinking skills could only be promoted at the higher stages of Bloom’s taxonomy. It explored how appropriate are the ways in which teachers’ instructions addressed objectives related to critical thinking in their teaching and assessment process. In-depth interviews were used as the main instrument of data collection while thematic analysis method was used in data analysis. Five basic science teachers from some selected schools in Nigeria participated in the study. The study revealed that teachers uphold indifferent views on critical thinking skills, probably resulting from the inadequate preservice and in service training on the appropriate application of Bloom’s taxonomy and how it could be employed to promote critical thinking in the teaching and assessment process. It showed that most teachers had limited knowledge and skills on how to handle the teaching and assessment of critical thinking skills.