Primjena obrazovnih taksonomija u pisanju i evaluaciji ishoda učenja u visokoškolskom obrazovanju
Application of Educational Taxonomies in Writing and Evaluation of Learning Outcomes in Higher Education

Summary/Abstract: In the first part of the paper, the issues of learning outcomes in the context of the Bologna process, determinants of learning outcomes, advantages and criticisms of learning outcomes are briefly analyzed. Educational taxonomies or learning classifications are usually used as a way of describing different levels of learning, but also the attitudes, emotions, and values that we want our students to develop through higher education. In this sense, the emphasis in the paper is on the analysis of the cognitive and affective domains promoted by known educational taxonomies, among which Bloom’s, Anderson’s, Krathwohl’s, Fink’s taxonomy of essential learning, and SOLO taxonomy are discussed. In the introductory part of the paper, a connection is established to my own work experiences and observations relevant to the context of this paper as one of the lecturers at the university program for Professional Further Education of Academic Staff (TRAIN) in the field of didactics and curriculum development at the University of Sarajevo.

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