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

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dc.contributor.authorRaimova Nigora
dc.contributor.authorZiyoda Saparbayeva
dc.contributor.authorZahiriddin Sadriddinov
dc.contributor.authorMehroj Ergashev
dc.contributor.authorDoniyor Kamoldinov
dc.contributor.authorSunnatova Mohinur
dc.contributor.authorMuattarxon Shuxratova
dc.contributor.authorMuattarxon Shuxratova
dc.date.accessioned2025-12-28T13:15:18Z
dc.date.issued2025-09-01
dc.description.abstractIn 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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dc.identifier.urihttps://brightmindpublishing.com/index.php/EI/article/view/1348
dc.identifier.urihttps://asianeducationindex.com/handle/123456789/6132
dc.language.isoeng
dc.publisherBright Mind Publishing
dc.relationhttps://brightmindpublishing.com/index.php/EI/article/view/1348/1376
dc.rightshttps://creativecommons.org/licenses/by/4.0
dc.sourceEducator Insights: Journal of Teaching Theory and Practice; Vol. 1 No. 8 (2025); 108-120
dc.source3061-6964
dc.subjectAssessment, IELTS, Bloom’s taxonomy, remember, understand, apply, analyze, evaluate, and create, cognitive thinking, english proficiency, fluency, coherence, cohesion, lexical resource.
dc.titleCOMPARATIVE ANALYSIS OF THE SIGNIFICANCE OF BLOOM'S TAXONOMY IN IELTS EXAMS (COMPARATIVE ANALYSIS OF LISTENING, READING, WRITING, SPEAKING)
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Article

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