Bloom’s Taxonomy

verbs for remember

recognizing and recalling

verbs for understand

interpret, exemplify, classify, summarize, infer, compare, explain

verbs for apply

execute and implement

verbs for analyze

differentiating, organizing, attributing

verbs for evaluate

checking and critiquing

verbs for create

generate, plan, create,

activities for remember

recite

activities for understand

illustrate the sequence of events

activities for apply

write a textbook about _____ for others

activities for analyze

design a questionnaire to gather information

activities for evaluate

debate

activities for create

sell an idea

remember

remember previously learned material

understand

the ability to grasp the meaning of the material

apply 1

the ability to use learned material in new and concrete situations

apply 2

the application of things such as: rules, methods, concepts, principles, laws, and theories

analyze 1

the ability to break down a whole into component parts

analyze 2

requires an understanding of both the content and the structural form of the material

evaluate 1

the ability to make judgments about the merits of ideas, material, or phenomena

evaluate 2

learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of the lower 4 categories plus conscious value judgements based on clearly defined criteria

create 1

the ability to put parts together to form a new and integrated whole

create 2

learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structures

2 purposes of TOS for teachers

1. identify the achievement domains being measured

2. ensure that a fair and representative sample of questions appear

5 purposes of the test

1. placement

2. progress

3. achievement

4. proficiency

5. diagnostic

6 types of learners taking a test

1. age/education level

2. general level of proficiency

3. first language

4. cultural or national background

5. levels/nature of education

6. reason for taking the test

3 criteria used for assessment

1. accuracy

2. fluency

3. spelling

2 purposes of tests

1. formative

2. summative

formative

helps learners improve performance of knowledge

summative

certify that the learners have learned what they should learn

reliable

provides evidence of the desired knowledge or skill

comprehensive

test on samples of all course requirements

instructive

tell student/parent what was done well or what is in need of improvement

useful

it can be implemented with available resources

how to group questions

by type

when should questions refer to a source

if needed

multiple choice

composed of one question (stem) and multiple possible answers (choices)

diatractors

the incorrect answers in a multiple choice question

what do multiple choice questions check for?

popular misconceptions

false/true percentage

60/40

how much time do matching questions take?

require more student time than multiple choice or t/f

which test question takes the most time to grade?

short answer

2 directions needed for computation

1. how should students report their answers and justify their choices

2. what units or degrees of precision are expected in the answer