COMPARATIVE ANALYSIS OF THE SIGNIFICANCE OF BLOOM'S TAXONOMY IN IELTS EXAMS (COMPARATIVE ANALYSIS OF LISTENING, READING, WRITING, SPEAKING)

Authors

  • Raimova Nigora Student of National Pedagogical University of Uzbekistan Author
  • Ziyoda Saparbayeva Student of National Pedagogical University of Uzbekistan Author
  • Zahiriddin Sadriddinov Student of Presidential School in Navoi Author
  • Mehroj Ergashev Student of Westminster Academic Lyceum Author
  • Doniyor Kamoldinov Student at UWC Dilijan college in Armenia Author
  • Sunnatova Mohinur Student at public school in Tashkent Author
  • Muattarxon Shuxratova Student at Target International School in Tashkent Author
  • Muattarxon Shuxratova Student at Target International School in Tashkent Author

Keywords:

Assessment, IELTS, Bloom’s taxonomy, remember, understand, apply, analyze, evaluate, and create, cognitive thinking, english proficiency, fluency, coherence, cohesion, lexical resource.

Abstract

In this article, we will explore the relationship between cognitive thinking and performance on the IELTS exam, with a particular focus on the application of Bloom's Taxonomy, a well-established framework for understanding different levels of cognitive engagement. By understanding the connection between cognitive thinking and IELTS performance, we can better understand the holistic nature of language assessment and provide valuable insights for both test-takers and educators.

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Published

2025-09-01

Issue

Vol. 1 No. 8 (2025)

Section

Articles

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How to Cite

COMPARATIVE ANALYSIS OF THE SIGNIFICANCE OF BLOOM’S TAXONOMY IN IELTS EXAMS (COMPARATIVE ANALYSIS OF LISTENING, READING, WRITING, SPEAKING). (2025). Educator Insights: Journal of Teaching Theory and Practice, 1(8), 108-120. https://brightmindpublishing.com/index.php/EI/article/view/1348