THE APPLICATION OF BLOOM'S TAXONOMY IN THE DEVELOPMENT OF ASSESSMENTS: A CASE STUDY AT EEEP FRANCISCO PAIVA TAVARES

Abstract

This article analyzes the perceptions of teachers from the Francisco Paiva Tavares State School of Professional Education regarding the use of Bloom’s Taxonomy in the school’s assessment process. The study aims to understand the repercussions of this approach in the development of school assessments, considering its potential to promote greater alignment between learning objectives and assessment instruments. This research is characterized as a qualitative and quantitative case study, conducted through the application of a questionnaire composed of closed-ended questions using a Likert scale and one open-ended question addressed to the teachers. The results indicate a high level of teacher knowledge about the principles of Bloom’s Taxonomy and a predominantly positive perception of its contribution to the organization of assessments, diversification of assessment strategies, and development of cognitive competencies. However, challenges were also identified, particularly regarding the time required to design high-quality assessment items, the overload of institutional assessments, and the need for greater student understanding of the cognitive levels involved in the process. It is concluded that Bloom’s Taxonomy has become an important theoretical and methodological reference for strengthening assessment practices at the school, although its full consolidation requires continuous professional development and institutional adjustments.