Bloom texonomy ncp

Presented by :
Dr. Bharat Mishra
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Dr. Bharat Mishra, Chairman of IQAC,
Nirmala College of Pharmacy

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Questions
!
Questio
ns! Questions!

• As a teacher, do you ask questions to your students?
• When do you ask questions?
• Are they oral questions or written questions?
• For what purposes do you ask questions?
• Do you write out in advance the questions you ask?
• What kinds of questions do you tend to ask?
• What kinds of answers do you tend to get?
• What do you predict would happen in your classroom
if you changed the kinds of questions that you ask?
• How could you collect data on and analyze your
questioning patterns and the impact of different
kinds of questions on your students' learning?
• What criteria could you use to assess the effectiveness
of your questions?
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Question-2 MAIN COMPONENTS IN RESEARCH
A. WHAT DO YOU WANT TO DO?
B. WHY DO YOU WANT TO DO?
C. HOW DO YOU WANT TO DO?
D. WHAT WOULD BE THE POSSIBLE OUTCOME?
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BLOOM
TAXONOMY
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• 1956- developed by Benjamin Bloom.
• Educators from the world decides that they will
set learning objectives for students to achieve
at the end to every topic, course, session etc
and this will also help them in evaluating
students.
• This is why you will find a set of questions at
the end of topic in many books.
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• Means of expressing qualitatively different
kinds of thinking.
• Adapted for classroom use as a planning tool.
• Provides a way to organize thinking skills into
six levels from the most basic to the higher
order levels of thinking
• 1990s- Lorin Anderson revised this taxonomy.
• As a result, a number of changes were made.
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Who is Dr. Benjamin Bloom??
• He was a teacher, thinker, &
inventor.
• He worked at a college.
• He created a list about how
we think about thinking…! 1913-1999
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Bloom’s Taxonomy is a useful tool for
assessment design, but using it only for that
function is like using a race car to go to the
grocery– a huge waste of potential.
Designing challenging questions, proved
to be often more difficult than answering
them.
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Blooms Taxonomy is divided into Three domains-
COGNITIVE DOMAIN: Thinking, intellectual abilities:
Comprehending information, organizing ideas, evaluating
information and actions.
AFFECTIVE DOMAIN: A learner’s emotions toward learning:
Interests, attitudes, opinions, appreciations, values,
emotional sets.
PSYCHOMOTOR DOMAIN: Basic motor skills, coordination, and
physical movement:
Speech development, handwriting, physical education,
manipulative skills, performance areas in science, art,
music.
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I am going to discuss the cognitive domain of blooms
taxonomy and its application.
TAXONOMY OF COGNITIVE OBJECTIVES
Classification of intended learning outcomes
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Domain is divided into Six Levels and its a
hierarchy from the lowest to the highest are as
follows.

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Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Original Revised
Noun Verb22-02-17 15

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
BLOOM’S TAXONOMY MAY BE DEPICTED AS A SET OF STAIRS THAT STUDENTS CLIMB FROM
ONE LEVEL TO THE NEXT.
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Structure of Bloom’s Taxonomy
• The model provides a structure that allows
teachers to present a lesson to a group of
students who have varied needs and abilities.
• At the lowest level students are required to
know, memorize, repeat and list information.
• At the higher levels students are required to
judge, criticize, resolve, invent, and make
recommendations.
• Verbs are used to involve students in thinking
differently at each level.
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• Level 1: Remembering :
• It is simply recalling knowledge like You know-
• Penicillin was discovered by Alexander
Fleming.
• Level 2: Understanding :
• Its about understanding or comprehending
knowledge like You know-
• Ampicillin is a Cell Wall Inhibitor and
understanding that it inhibits cell wall to kill
bacteria.
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• Level 3: Applying :
• Its about applying what you understand
through knowledge like As You know-
• Ampicillin is a cell wall inhibitor, you will never
administer it to kill a bacteria that does not
have a cell wall i.e. mycoplasma.
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• Level 4: Analyzing :
• Its about breaking a concept into its parts or
understanding interrelationships of different
concepts like-
• A. analyzing an interrelationship between a
formulation of a extended release tablet and its
bioavailability.
• B. Minoxidil
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• Level 5 : Evaluating :
• It can be simplified as you have a problem and
you have two or more solutions , so
evaluation its about choosing the best
solution like-
• you have many different guidelines for
Vancomycin dosing but with your knowledge
and expertise on topic you choose the one that
fits for your population.
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• Level 6: Creating :
• Its like putting parts together to create whole
new knowledge or its simply about creating
knowledge like-
• Calculating Pharmacokinetic Parameters of
Vancomycin in a new Population.
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Bloom taxonomy -wheel
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REMEMBERING
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UNDERSTANDING
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CREATING
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Ans to Question1 Bloom's level
As a teacher, do you ask questions of your students? Knowledge(K)
When do you ask questions? Knowledge
Are they oral questions or written questions? Knowledge
For what purposes do you ask questions? Comprehension(C)
Do you write out in advance the questions you ask? Knowledge
What kinds of questions do you tend to ask? Analysis(An)
What kinds of answers do you tend to get? Analysis
What do you predict would happen in your classroom if you
changed the kinds of questions that you ask?
Application(A)
How could you collect data on and analyze your questioning
patterns and the impact of different kinds of questions on
your students' learning?
Synthesis(S)
What criteria could you use to assess the effectiveness of
your questions?
Evaluation(E)
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• K - A1
• KC - A2
• KCA - A3
KCAAn - A4
• KCAAnS - A5
• KCAAnSE - A6
• Where,
• K – Knowledge/Remembering-R
• C – Comprehension/Understanding-U
• A – Application
• An – Analysis
• S – Synthesis/Create-C
• E – Evaluation
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Abbreviations to write level of bloom

Remember/Knowledge questions:
Students remember and recall factual information.
•Define,
•List,
•State,
•Label,
•Name,
•Describe
Q: Draw a typical neuron and label all
parts on your drawing.
Q: What makes up the coat of a virus?
Q: Name the six kingdoms of living
things.
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Understanding /Comprehension questions:
Students demonstrate understanding of ideas.
•Restate,
•Paraphrase
•Explain,
•Summarize
•Interpret,
•Describe,
• Illustrate
Q: What were the most important points
raised in today's discussion of the differences
between the functions of neurons and those
of glia?
Q: Explain how the life cycle of a lytic virus
operates.
Q: Describe how living things are classified
into kingdoms.
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Application questions:
Students apply information to unfamiliar situations.
•Apply,
•Demonstrate,
•Use,
•Compute,
•Solve,
•Predict
Q: On the basis of what you know about
axon outgrowth, how would you explain the
difficulties of treating spinal cord injuries?
Q: Given what you know about the life cycle
of a virus, what effects would you predict
anti-viral drugs to have on viruses?
Q: If a new life form were discovered, what
process would you use to assign it to a
kingdom?
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Analysis questions:
Students break ideas down into parts.
•Compare,
•Contrast,
•Categorize
•Distinguish
Q: Compare and contrast the pupillary
light reflex and the patellar (knee)
reflex.
Q: What distinguishes the replication
processes of RNA and DNA viruses?
Q: How are fungi and plants similar to
and different from each other?
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Evaluation questions:
Students think critically and defend a position.
•Judge,
•Appraise,
•Recommend
•Justify,
•Defend,
•Criticize,
•Evaluate
Q: Defend or criticize the statement “There
is a gene for every behavior.”
Q: Would you argue that viruses are alive?
Why or why not?
Q: Should the classification of living things
be based on their genetic similarities or
their morphology/physiology? What are
the reasons for your choice?
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Create/Synthesis questions:
Students transform ideas into something new.
•Develop,
•Create,
•Propose,
•Formulate
•Design,
•Invent
Q: How might stem cell research result
in therapies for diseases such as
Parkinson's disease?
Q: Propose a way in which viruses could
be used to treat a human disease.
Q: Develop a classification system for
objects commonly found in your kitchen.
State the rules of your classification
system.
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BLOOM'S QUIZ
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I hope you all have conceived the idea well…
..let me ask you the few questions to check your comprehension.

• Suggested answers follow the questions.
Ques: 1
• Design an experiment to test the hypothesis
that some prostate cancer cells develop after
elimination of the influence of androgens
because estrogen activates genes normally
controlled by an androgen receptor.
• Ans: Synthesis
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Ques:2
What factors might influence the contribution that
industrial carbon dioxide emissions make to
global temperature levels?
Ans: Analysis
Justification: However, if these factors were
previously discussed in class or presented in a
reading assigned to students, this question
involves only-
Understanding.
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Ques: 3
• How are proteins destined for export from a
cell typically modified prior to secretion?
Ans: Understanding
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Ques: 4
• Which of the following is not an event that
occurs during the first division of meiosis:
• Replication of DNA,
• Pairing of homologous chromosomes,
• Formation of haploid chromosome
complements,
• Crossing over, or separation of sister
chromatids?
Ans: Remembering
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Ques:5
• Do the authors' data support their hypotheses
and conclusions? Why or why not?
Ans: This question intentionally brings out gray
areas in trying to fit short questions to Bloom's
categories without awareness of the context.
• According to the explanations provided in the
text, the question could be at the-
• Analysis level.
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Justification: it requires the answerer to break down a
communication about experimental findings into its
components and explain their interrelationships.
• However, the question can take another context if, for
example, it is asked in the context of peer review of a
manuscript or of a student lab report. In this context,
the methodology of the experiment may be open to
question, or the authors may have taken an overly
optimistic or confident viewpoint in interpreting their
data. The answer would then require some critical
appraisal (evaluation) and a knowledge of the
standards used in communicating about experimental
findings in a particular discipline.
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Ques:6
• Should embryos “left over” from in vitro
fertilization procedures be used as sources of
stem cells for biomedical research?
Ans: Evaluation:
Justification: If other opinions were discussed or
read previously this question involves
only comprehension.
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Ques:7
• Construct a concept map with the following title:
Regulation of the Cell Cycle.
Ans: Synthesis, if the person constructing the map
has not seen one before on this topic.
Justification: A concept map is a collection of
boxes, lines, and words used to represent
understanding of major themes and ideas on a
subject and how these ideas are interrelated.
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Ques: How does the generalized life cycle of an
animal differ from that of a plant?
Ans: Comprehension
Justification: Some people might argue that the level for
this question is analysis if the answerer has not
previously been told what the differences are (or read
the typical introductory biology textbook treatment of
animal versus plant cell cycles). Our opinion is that the
cycles do not have to be broken into their components
for the major differences to be evident.
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Which of these measures should be included to
prevent the transmission of pulmonary tuberculosis?
a. Adequate and separate ventilation of rooms.**
b. Strict hand washing.
c. Use of surgical mask by the caregiver.
d. Use of HEPA-filter mask by the patient.
• Rationale: Pulmonary tuberculosis is an airborne disease
that is spread from person to person by droplets when an
infected person coughs, sneezes, speaks, sings, or laughs.
Responses b, c, and d are not adequate interventions for
the prevention of tuberculosis. Having rooms with
adequate ventilation of non-recirculated air is the best
plan.
• Answer: A
• Blooms Level:
• Application
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SELF STUDY
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MAIN COMPONENTS IN RESEARCH
A. WHAT DO YOU WANT TO DO?
(Objective: )
B. WHY DO YOU WANT TO DO?
(Hypothesis:)
C. HOW DO YOU WANT TO DO?
(Protocol & Methodology, Data collection: )
D. WHAT WOULD BE THE POSSIBLE OUTCOME?
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WHAT DO YOU WANT TO DO?
THE OBJECTIVE
•READING BETWEEN AND BEYOND THE LINES.
•IMAGINATION AND INTUITION.
•CREATIVE THINKING.
•UNCONVENTIONAL THINKING.
•WORK EXPERIENCE.
•CLOSE OBSERVATION.
•SCIENTIFIC REASONING AND LOGIC.
•CLARITY AND PURPOSE.
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WHY DO YOU WANT TO DO?
• COMPETENCE
• INFRA-STRUCTURE
• FINANCIAL ROBUSTNESS
• TO PROVE OR DISPROVE SOME THING
• TO REALIZE A GOAL
• TO TEST A HYPOTHESIS
• FINANCIAL OR SOCIAL BENEFITS
• BECAUSE THERE ARE UNRESOLVED ISSUES IN THE
EXISTING UNDERSTANDING
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HOW DO YOU DO IT?
• EXPERIMENT PROTOCOL
• TIME PROTOCOL
• BUDGET PROTOCOLS
• MATERIAL PROCUREMENT PROTOCOL
• DEFINING TIME BOUND SCHEDULES
• IDENTIFYING PROBABLE RISKS AND FAILURES
• CLEARANCES
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EXPERIMENTS
• RIGHT CHOICE OF MODEL
• OPTIMISATION OF CONDITIONS
• VALIDATION OF EXPERIMENTAL METHODS
• MODERN AND RELIABLE METHODS
• CALIBRATION OF METHODS
• IDENTIFYING ALTERNATIVE METHODS
• SCIENTIFIC VALIDITY, REPRODUCIBILITY AND
ACCURACY LEVELS OF THE EXPERIMENTS
• SAMPLE SIZE, SAMPLE VARIABILITY
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DATA COLLECTION
• CLEAR NOTINGS WITH EXPERIMENTAL DETAILS ,
DATE AND TIME
• ALL CALCULATIONS, WEIGHTS, MEASUREMENTS
• DATA ON MULTIPLE EXPERIMENTS
• SUBJECTIVE AND OBJECTIVE OBSERVATIONS
• IN PROCESS CHECKS AND MEASURES
• ORGANISING THE STORAGE OF THE DATA
• CLEAR LABELING
• PRESERVING THE PRODUCT
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DATA TREATMENT AND ANALYSIS
• HOW TO ORGANISE THE DATA
• CHOICE OF SOFTWARE
• ANALYSIS OF DATA BY APPROPRIATE
STATISTICAL METHODS/MATHEMATICAL
METHODS
• DATA PRESENTATION AND INTERPRETATION
• CLEAR ,WELL DEFINED TABLES AND FIGURES
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ASSESSMENT OF THE EXPERIMENTAL
OUTCOME
• HAS THE RESEARCH EXPERIMENT ACHIEVED THE
OBJECTIVE?
• DOES IT LEAD TO ADDITION OF KNOWLEDGE TO THE
EXISTING ONE?
• ARE THE DISCUSSIONS AND CONCLUSIONS SUPPORTED
BY YOUR DATA?
• ARE THE DISCUSSIONS AND CONCLUSIONS
SCIENTIFICALLY VALID?
• ARE THERE ACCIDENTAL OR UNEXPECTED
OBSERVATIONS AND RESULTS?
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KNOWLEDGE
USEFUL
VERBS
SAMPLE QUESTIONS
POTENTIAL ACTIVITIES AND
PRODUCTS
Tell
· List
·Describe
· Relate
· Locate
· Write
· Find
· State
· Name
What happened after...?
· How many...?
· Who was it that...?
· Can you name the...?
· Describe what
happened at...?
· Who spoke to...?
· Can you tell why...?
· Find the meaning of...?
· What is...?
· Which is true or
false...?
· Make a list of the main
events..
· Make a timeline of
events.
· Make a facts chart.
· Write a list of any pieces
of information you can
remember.
· List all the .... in the
story/article/reading
piece.
· Make a chart showing...
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COMPREHENSION
USEFUL
VERBS
SAMPLE QUESTIONS
PRODUCTS
 Explain
 Interpret
 Outline
 Discuss
 Distinguish
 Predict
 Restate
 Translate
 Compare
 Describe
 Can you write in your own
words...?
 Can you write a brief
outline...?
 What do you think could
of happened next...?
 Who do you think...?
 What was the main
idea...?
 Who was the key
character...?
 Can you distinguish
between...?
 What differences exist
between...?
 Can you provide an
example of what you
mean...?
 Can you provide a
definition for...?
 Cut out or draw pictures to show
a particular event.
 Illustrate what you think the main
idea was.
 Make a cartoon strip showing the
sequence of events.
 Write and perform a play based
on the story.
 Retell the story in your words.
Paint a picture of some aspect you
like.
 Write a summary report of an
event.
 Prepare a flow chart to illustrate
the sequence of events.
 Make a colouring book.
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APPLICATION
USEFUL
VERBS
SAMPLE QUESTIONS
PRODUCTS
 Solve
 Show
 Use
 Illustrate
 Construct
 Complete
 Examine
 Classify
 Do you know another
instance where...?
 Could this have happened
in...?
 Can you group by
characteristics such as...?
What factors would you
change if...?
 Can you apply the method
used to some experience of
your own...?
 What questions would you
ask of...?
 From the information
given, can you develop a set
of instructions about...?
 Would this information be
useful if you had a ...?
 Construct a model to demonstrate
how it will work.
 Make a scrapbook about the
areas of study.
 Take a collection of photographs
to demonstrate a particular point.
 Make up a puzzle game suing the
ideas from the study area.
 Make a clay model of an item in
the material.
 Design a market strategy for your
product using a known strategy as a
model.
 Paint a mural using the same
materials.
 Write a textbook about... for
others.
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ANALYSIS
USEFUL
VERBS
SAMPLE QUESTIONS
PRODUCTS
 Analyse
 Distinguish
 Examine
 Compare
 Contrast
 Investigate
 Categorise
 Identify
 Explain
 Separate
 Advertise
Which events could have
happened...?
I ... happened, what might the ending
have been?
 How was this similar to...?
 What was the underlying theme
of...?
 What do you see as other possible
outcomes?
 Why did ... changes occur?
 Can you compare your ... with that
presented in...?
 Can you explain what must have
happened when...?
 How is ... similar to ...?
 What are some of the problems
of...?
 Can you distinguish between...?
 What were some of the motives
behind...?
 What was the turning point in the
game?
 What was the problem with...?
Design a questionnaire to gather
information.
 Write a commercial to sell a new product.
Conduct an investigation to produce
information to support a view.
• Make a flow chart to show the critical
stages.
 Construct a graph to illustrate selected
information.
 Make a family tree showing relationships.
 Put on a play about the study area.
 Write a biography of the study person.
 Prepare a report about the area of study.
 Arrange a party. Make all the arrangements
and record the steps needed.
 Review a work of art in terms of form,
colour and texture.
 Review a film
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SYNTHESIS
USEFUL VERBS SAMPLE QUESTIONS
PRODUCTS
 Create
 Invent
 Compose
 Predict
 Plan
 Construct
 Design
 Imagine
 Propose
 Devise
 Formulate
 Can you design a ... to ...?
 Why not compose a song
about...?
 Can you see a possible
solution to...?
 If you had access to all
resources how would you deal
with...?
 Why don't you devise your
own way
 to deal with...?
 What would happen if...?
 How many ways can you...?
 Can you create new and
unusual uses for...?
 Can you write a new recipe for
a tasty dish?
 Can you develop a proposal
which would...
 Invent a machine to do a specific task.
 Design a building to house your study.
 Create a new product. Give it a name
and plan a marketing campaign.
 Write about your feelings in relation
to...
 Write a TV show, play, puppet show,
role play, song or pantomime about...?
 Design a record, book, or magazine
cover for...?
 Make up a new language code and
write material suing it.
 Sell an idea.
 Devise a way to...
 Compose a rhythm or put new words
to a known melody.
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EVALUATION
USEFUL
VERBS
SAMPLE QUESTIONS
PRODUCTS
 Judge
 Select
 Choose
 Decide
 Justify
 Debate
 Verify
 Argue
 Recommend
 Assess
 Discuss
 Rate
 Prioritise
 Determine
 Is there a better solution
to...
 Judge the value of...
 Can you defend your
position about...?
 Do you think ... is a good
or a bad thing?
 How would you have
handled...?
 What changes to ... would
you recommend?
 Do you believe?
 Are you a ... person?
 How would you feel if...?
 How effective are...?
 What do you think
about...?
 Prepare a list of criteria to judge
a ... show. Indicate priority and
ratings.
 Conduct a debate about an issue
of special interest.
 Make a booklet about 5 rules you
see as important. Convince others.
 Form a panel to discuss views,
e.g. "Learning at School.".
 Write a letter to ... advising on
changes needed at...
 Write a report.
 Prepare a case to present your
view about...
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Bloom's level Individual activities Group activities
Knowledge
(LOCS)
•Practice labeling diagrams
•List characteristics
•Identify biological objects or
components from flash cards
•Quiz yourself with flash cards
•Take a self-made quiz on vocabulary
•Draw, classify, select, or match items
•Write out the textbook definitions
•Check a drawing that another student
labeled
•Create lists of concepts and processes
that your peers can match
•Place flash cards in a bag and take turns
selecting one for which you must define a
term
•Do the above activities and have peers
check your answers
Comprehensio
n (LOCS)
•Describe a biological process in your
own words without copying it from a
book or another source
•Provide examples of a process
•Write a sentence using the word
•Give examples of a process
•Discuss content with peers
•Take turns quizzing each other about
definitions and have your peers check your
answer
Application
(LOCS/HOCS)
•Review each process you have learned
and then ask yourself: What would
happen if you increase or decrease a
component in the system or what
would happen if you alter the activity of
a component in the system?
•If possible, graph a biological process
and create scenarios that change the
shape or slope of the graph
•Practice writing out answers to old exam
questions on the board and have your
peers check to make sure you don't have
too much or too little information in your
answer
•Take turns teaching your peers a
biological process while the group
critiques the content
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Analysis
(HOCS)
•Analyze and interpret data in primary
literature or a textbook without reading the
author's interpretation and then compare
the authors' interpretation with your own
•Analyze a situation and then identify the
assumptions and principles of the argument
•Compare and contrast two ideas or
concepts
•Create a map of the main concepts by
defining the relationships of the concepts
using one- or two-way arrows
•Work together to analyze and interpret
data in primary literature or a textbook
without reading the author's interpretation
and defend your analysis to your peers
•Work together to identify all of the
concepts in a paper or textbook chapter,
create individual maps linking the concepts
together with arrows and words that relate
the concepts, and then grade each other's
concept maps
Synthesis
(HOCS)
•Generate a hypothesis or design an
experiment based on information you are
studying
•Create a model based on a given data set
•Create summary sheets that show how
facts and concepts relate to each other
•Create questions at each level of Bloom's
Taxonomy as a practice test and then take
the test
•Each student puts forward a hypothesis
about biological process and designs an
experiment to test it. Peers critique the
hypotheses and experiments
•Create a new model/summary
sheet/concept map that integrates each
group member's ideas.
Evaluation
(HOCS)
•Provide a written assessment of the
strengths and weaknesses of your peers'
work or understanding of a given concept
based on previously determined criteria
•Provide a verbal assessment of the
strengths and weaknesses of your peers'
work or understanding of a given concept
based on previously described criteria and
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STEM: in a stem the problem can be stated in the form of
question. A stem may be a complete or incomplete statement
expressing a meaningful proposition. It acts as a stimulus.
Structure of a Multiple Choice Questions
70
DISTRACTORS : A stem is followed by a list of four or five
solutions, called options/choices . These may include words,
numbers, symbols, phrases and full sentences. The option which
is the correct response, it is called KEY and the remaining
incorrect responses are called DISTRACTORS. These incorrect
options/choices function to distract candidates which are the
usual mistakes, misconception, misunderstanding of the
students.
Who is the first lady president of India? → Stem
1. Indira Gandhi → Distractor
2. Pratibha Patil → Key
3. Sonia Gandhi → Distractor
4. Sarojini Naidu → Distractor
22-02-17

2) The stem should be concise and unambiguous,
avoiding double negatives. If single negative is
unavoidable, it must be emphasized.
Always underline the words like ‘no’, ‘best’, ‘except’, ‘least’, etc..
Incase these words are used in the stem.
Construction of Stem
71
Example:
Which of the following is NOT a major characteristic of
programmed instructions?
1. The material is reduced in small steps
2. The student is required to make frequent responses
3. Correct responses are immediately confirmed
4. Student must reach the frame at a uniform rate
22-02-17

• 4) Base each item on a single central problem. Stem should be
meaningful by itself and should present a single and definite
problem.
• Ex: Q: Explain the protein synthesis in a cell?
• Improved Ex: Q: Explain the protein synthesis in a eukaryotic
cell.
22-02-17 72
3) The context of the question must be made clear and should
avoid using text book language.

5) Anything that needs to be repeated in each option
should be included in the stem.
73
A Poor example
The lack of probable wrong answers will cause the greatest
difficulty
1. when constructing short answer items
2. when constructing multiple-choice items
3. when constructing true/false items
4. when constructing essay questions
An Improved example
The lack of probable wrong answers will cause the greatest difficulty when
constructing
1. short answer items
2. multiple-choice items
3. true/false items
4. essay questions
22-02-17

1) The key option should be unarguably correct.
There should be only one correct or clearly the best answer
with no difference of opinion among experts for each Question.
Construction of Distractors and the key
74
A Poor Item
At what temperature does water boil?
1. 50o
2. 73o
3. 182o
4. 212o
An Improved item
At what temperature does water boil keeping atmospheric pressure constant?
1. 50o C
2. 100o C
3. 200o C
4. 212o C
22-02-17

3) Do not include responses that are 'all inclusive' , ‘all of
the above ‘ , ‘none of the above’ or that have the same
meaning unless their use is highly essential
75
Example:
Which one of the following types of test items measures learning
outcomes at the recall level?
1.Supply type items
2.Selection type items
3.Matching items
4.Multiple-choice items
22-02-17

5) Place the blanks/choices at the end of the incomplete
statement.
76
A Poor example
______________ is the capital of India.
1. New Delhi
2. Mumbai
3. Kolkata
4. Chennai
An Improved example
The capital of India is _____________
1. New Delhi.
2. Mumbai.
3. Kolkata.
4. Chennai.
22-02-17

The item must not contain any clues such as mixtures of plurals
and singulars, precision of key option, length of key option etc.
Clues
77
i. Length of key providing a clue - The relative length of the
alternatives should be equal, otherwise it may provide a clue to
the correct answer.
What is the major contribution that 'preparing and using a test specification'
can make to test construction?
1. It ensures a well proportioned marking scheme
2. It encourages a consideration of all relevant objectives
3. It describes the intended test content and thereby serves as a check on
content validity
4. It highlights the relative importance of objectives
ii. Singular/plural mix up giving a clue
Which of the following are required to calculate a test's standard error of
measurement?
1. Its mean score
2. Its duration and number of items
3. Its standard deviation and reliability
4. Its item analysis
22-02-17

Clues
iii. Grammatical fitment giving a clue.
The ability to synthesize can be best measured with an
1. essay question
2. matching item
3. multiple-choice item
4. re-arrangement item
78
iv. Usage of words in stem and options providing a clue -
Avoid similarity of wording in both the stem and the correct
answer.
Which one of the following would you first consult to locate research articles
in achievement testing?
1. Journal of Educational Psychology
2. Journal of Educational Measurement
3. Journal of Consulting Psychology
4. Review of Educational Research
22-02-17

Change in Terms
• Categories noun to verb
– Taxonomy reflects different forms of thinking
(thinking is an active process) verbs describe
actions, nouns do not
• Reorganized categories
– Knowledge = product/outcome of thinking
(inappropriate to describe a category of thinking)
now remembering
– Comprehension now understanding
– Synthesis now creating to better reflect nature of
thinking described by each category
Handout #
22-02-17 79

Remembering
The learner is able to recall, restate and remember
learned information
– Describing
– Finding
– Identifying
– Listing
–Retrieving
–Naming
–Locating
–Recognizing
Can students recall information?
22-02-17 80

Understanding
Student grasps meaning of information
by interpreting and translating
what has been learned
–Classifying
–Comparing
–Exemplifying
–Explaining
–Inferring
–Interpreting
–Paraphrasing
–Summarizing
Can students explain ideas or concepts?
22-02-17 81

Applying
Student makes use of information in a context
different from the one in which it was learned
– Implementing
– Carrying out
–Using
–Executing
Can students use the information in
another familiar situation?
c =
22-02-17 82

Analyzing
Student breaks learned information into
its parts to best understand that information
–Attributing
–Comparing
–Deconstructing
–Finding
–Integrating
–Organizing
–Outlining
–Structuring
Can students break information into parts to
explore understandings and relationships?
22-02-17 83

Evaluating
Student makes decisions based on in-depth
reflection, criticism and assessment
–Checking
–Critiquing
–Detecting
–Experimenting
–Hypothesising
–Judging
–Monitoring
–Testing
Can students justify a decision or
a course of action?
22-02-17 84

Creating
Student creates new ideas and information using
what previously has been learned
–Constructing
–Designing
–Devising
–Inventing
–Making
–Planning
–Producing
Can students generate new products,
ideas, or ways of viewing things?
22-02-17 85

Questioning . . .
• Lower level questions—remembering,
understanding & lower level applying levels
• Lower level questions:
– Evaluate students’ preparation and comprehension
– Diagnose students’ strengths and weaknesses
– Review and/or summarizing content
Handout #
22-02-17 86

Questioning . . .
• Higher level questions require complex
application, analysis, evaluation or creation
skills
• Higher level questions:
– Encourage students to think more deeply and
critically
– Facilitate problem solving
– Encourage discussions
– Stimulate students to seek information on their
own
Handout #
22-02-17

“Remembering” stems
• What happened after...?
• How many...?
• What is...?
• Who was it that...?
• Name ...
• Find the definition of…
• Describe what happened after…
• Who spoke to...?
• Which is true or false...?
22-02-17

“Understanding” stems
• Explain why…
• Write in your own words…
• How would you explain…?
• Write a brief outline...
• What do you think could have happened next...?
• Who do you think...?
• What was the main idea...?
• Clarify…
• Illustrate…
22-02-17

“Applying” stems
• Explain another instance where…
• Group by characteristics such as…
• Which factors would you change if…?
• What questions would you ask of…?
• From the information given, develop a set of
instructions about…
22-02-17

“Analyzing” stems
• Which events could not have happened?
• If. ..happened, what might the ending have been?
• How is...similar to...?
• What do you see as other possible outcomes?
• Why did...changes occur?
• Explain what must have happened when...
• What are some or the problems of...?
• Distinguish between...
• What were some of the motives behind..?
• What was the turning point?
• What was the problem with...?
22-02-17

“Evaluating” stems
• Judge the value of... What do you think about...?
• Defend your position about...
• Do you think...is a good or bad thing?
• How would you have handled...?
• What changes to… would you recommend?
• Do you believe...? How would you feel if...?
• How effective are...?
• What are the consequences...?
• What influence will....have on our lives?
• What are the pros and cons of....?
• Why is....of value?
• What are the alternatives?
• Who will gain & who will loose?
22-02-17

• This presentation is now available at :
• www.slideshare.net
22-02-17
93

“Creating” stems
• Design a...to...
• Devise a possible solution to...
• If you had access to all resources, how would you
deal with...?
• Devise your own way to...
• What would happen if ...?
• How many ways can you...?
• Create new and unusual uses for...
• Develop a proposal which would...
•
(Pohl, 2000)22-02-17 94
Thank you for the patient
listening .......

Bloom texonomy ncp

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