From Verbs to Validity: Developing the Wheel for Integrated Scaffolded Evaluation through CEFR and Bloom Linked Reference (WISE-CB)
DOI:
https://doi.org/10.24191/idealogy.v11i1.910Abstract
Bloom's Taxonomy (BT) has been an important part of designing assessments in higher education for a long time. It offers a coherent method for mapping assessment items to specific learning domains or different areas of learning. However, some lecturers continue to have difficulties in its successful application, frequently resulting in examinations that inadequately align with students' language preparedness or cognitive abilities. To tackle this problem, this study presents the Bloom’s Taxonomy–CEFR Reference Kit (WISE-CB), a novel instrument aimed at improving the ability to assess and minimising discrepancies in exam development across higher education programs. The study utilised a qualitative content analysis, bolstered by an extensive literature survey, which incorporated educational taxonomies, lexical frameworks, and psycholinguistic components. The research design unfolded in five phases: (1) identification of BT verbs from foundational and contemporary sources; (2) integration of these verbs with CEFR vocabulary levels (A1–C2) to ensure linguistic appropriateness for diploma, undergraduate, and postgraduate learners; (3) evaluation of verb suitability using Cognitive Load Theory to balance working memory demands with task complexity; (4) expert classification and validation by instructional design and English Language Teaching specialists; and (5) development of the Reference Kit, visually represented as a wheel, to serve as a practical scaffold for lecturers in exam question design. The results show that connecting Bloom's cognitive domains with CEFR levels and cognitive load considerations in a systematic way is a new addition. The Reference Kit offers a proven, reproducible framework for higher education lecturers by placing assessment verbs within both cognitive and language dimensions. This invention improves assessment practices, encourages fair testing for students with different levels of skill, and pushes for new ways to instruction in higher education.
Keywords: Bloom’s Taxonomy, Higher Education Assessment, CEFR (Common European Framework of Reference), Cognitive Load Theory, Assessment Innovation
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