Constructing Mark-Schemes with Bloom’s Taxonomy

Once you have an assessment you want to use to test the extent of your learners’ mastery, you need to construct a mark-scheme to complete the circle.

This is the set of criteria against which you will judge the work learners produce.

This process allows us to ascertain the extent to which learners have mastered the content we have taught them.

In many cases, how far they have successfully climbed up Bloom’s Taxonomy.

We may also decide to have learners use the mark-scheme – either while they are working on their assessments or while they are engaged in peer- or self-assessment.

Multiple options present themselves, each of which uses the taxonomy in a different way.

Here are five strategies for you to consider.

Strategy 1: Defining Mastery First

One way to start is by defining what mastery will look like.

We can do this in one of two ways.

Either we can imagine what it will look like, in which case we develop a clear sense of this in our mind’s eye, or we can use something external – such as an exemplary piece of work – as the basis of our definition.

Whichever route we choose, the next step is to break this definition down into a series of separate elements.

It is most likely that these will reflect roughly, perhaps precisely, the various levels of Bloom’s Taxonomy.

We will be asking ourselves something along the lines of:

• What will the learner need to do first, in terms of their knowledge?
• How will they build on this to show understanding?
• And what can they do to demonstrate depth and criticality in their work?

Through this method, we find ourselves with a clearly defined endpoint that represents the pinnacle of the mark-scheme, as well as a series of steps, probably reflective of the taxonomy, that represent the separate elements of the mark-scheme; those bits that come before and beneath the creation of the final product.

Armed with this information we can quickly and effectively flesh out our skeleton, giving clear guidance as to what learners need to show at each level to gain full marks and so that, in total, they are able to demonstrate overall mastery of the topic.

Strategy 2: Six-Level Mark-Scheme

Take the taxonomy and use the six levels as the basis for six separate sections of your mark-scheme:

• Level 1: Knowledge
• Level 2: Comprehension
• Level 3: Application
• Level 4: Analysis
• Level 5: Synthesis
• Level 6: Evaluation

Order these in accordance with the sequencing of the taxonomy, to maintain the gradual movement towards mastery.

This provides you with a general mark-scheme that can act as a starting point for something more precise.

The next step is to begin at the level of knowledge and to clarify what learners will need to be able to recall to receive full marks.

Then, move on to comprehension and do the same.

Repeat this until you have passed through all the levels.

The result will be a set of criteria closely modelled on the taxonomy but illustrated with specific examples at each stage.

The process of going through and specifying the necessary content will help you to gain a clear sense of what you are looking for, meaning it will be easier for you to communicate this to your learners.

Strategy 3: Pair It Up

An alternative to starting with the six levels is to opt for three pairings:

• Knowledge and Comprehension
• Application and Analysis
• Synthesis and Evaluation

If you feel a six-level mark-scheme may be too cumbersome, this is an excellent alternative.

Instead of seeing each level of cognitive process as separate and distinct, we acknowledge, to some extent, the interwoven nature of thought and bundle together neighbouring levels accordingly.

This leaves us with a smaller mark-scheme.

We have three general strands, each more demanding than the last.

From here we can follow the same process as outlined above, fleshing out the framework with specific examples relevant to the curriculum.

This will quickly lead to a mark-scheme through which mastery can be effectively and efficiently judged.

The only caveat here is that, although we have gained a greater degree of simplicity by reducing the number of levels, this does mean that the levels that remain are slightly more complex (because they combine separate processes).

Thus, furnishing them with specific examples is a little more demanding.

This is not a major issue, just something worth mentioning.

Strategy 4: Modelling Mastery

Exemplar work is often an extremely helpful model for learners.

It provides an unambiguous sense of what success looks like, contextualising abstract ideas in a concrete form.

Learners can look at the work, analyse it, compare what they see to what they think the assessment is asking of them, and imitate or copy ideas they identify, with this being the starting point of successfully creating their own work.

You can build an effective mark-scheme by starting with exemplar work.

Instead of simply defining what mastery looks like (as in point one, above), sit down and create mastery!

That is, create a piece of exemplar work that, from your perspective, represents a masterful meeting of the demands your assessment makes.

You can use what you create as a model for learners.

You can also use it as the starting point of your mark-scheme.

Simply work back from what you have created and identify the different elements that constitute your finished piece of work.

Apply the taxonomy as you go to successfully draw out the different processes on which your work rests.

In this instance, most of your time will be taken up with creating the exemplar work.

Analysing it will not take long.

This is because, through the process of making the exemplar, you will already have done much of the thinking necessary to define what success looks like.

Strategy 5: Keep It Simple

Our final strategy is the simplest of the lot.

If teaching an exam course, copy the mark-schemes provided by the exam board.

These are invariably based on Bloom’s Taxonomy and, while you may want to adapt them to suit the assessments you create, the likelihood is that you will not want to deviate too much from what they set out.

To do so could result in learners developing a false sense of what constitutes success.

You can use an exam board’s mark-scheme in two different ways.

First, you can copy it verbatim, constructing your assessment so that it mirrors the style of assessment in the final exams.

In this case, all you need to do is swap the content contained in the mark-scheme so that it matches what your assessment is about.

Second, apply the mark-scheme by using its structure and general principles but modify these so they fit with the assessment you have constructed.

This approach gives you a little more leeway but is also slightly more time-consuming.