Framing MCQ based on Blooms Taxonomy Theory
- 1. Framing Multiple-Choice Questions based on Bloom’s Taxonomy
- 2. Level Cognitive Ability Assessed Knowledge To recall verbatim specific information such as an event, a definition, a concept, a rule, a principle, a process, etc. All that is required is the remembering of previously learned material. E.g. A test is considered valid when it (A) measures what it is supposed to measure (B) produces consistent results over different occasions (C) discriminates good students from poor students Note: Simple recall of the concept of test validity is required. Students are not required to paraphrase, interpret , provide examples or translate the concept into another form. The three statements (options) are common textbook knowledge that refers to characteristics of certain assessment concepts.
- 3. Comprehension To demonstrate one’s understanding of concepts, principles, rules, or any specific information, the statements of which are not taken verbatim from textbooks. It may involve paraphrasing, interpreting (explaining or summarizing), providing examples and translating material from one form to another. E.g. Which of the following is an example of a valid test? (A) A cloze test is used to assess students’ composing skills. (B) An essay test is used to assess students’ reasoning abilities. (C) An objective test is used to assess students’ practical knowledge. Note: Students are required to demonstrate their understanding by identifying an example of the concept (i.e. a valid test) . All the examples are presented in real-life contexts or situations.
- 4. Application To use previously acquired knowledge in new and novel situations. This includes the application of such things as rules, methods/procedures, concepts, principles, laws and theories. It may involve using the acquired knowledge to solve a problem or perform another task. E.g. In an English test using multiple-choice items taken by a class of 40 students, one item was answered wrongly by 35 students. What is the difficulty index of the item? (A) 0.13 (B) 0.14 (C) 0.88 Note: Students are required to apply the formula learned to calculate the difficulty index.
- 5. Analysis To break down a complex concept into its basic parts in a manner that illustrates the relationship of the parts to the whole. It involves breaking down information into parts and reasoning with that information such as recognizing unstated assumptions, identifying patterns and relationships, and making comparison and contrast, etc. E.g. Which of the following differences between norm-referenced assessment and criterion-referenced assessment is CORRECT? Note: Students are required to break down the concepts of norm- referenced and criterion-referenced assessment into their respective characteristics to reason out the differences . Norm-referenced Criterion-referenced (A) Questions from simple to difficult Questions of similar difficulty (B) Specific content coverage Wide content coverage (C) Comparison of students’ performance against predetermined standards Comparison of students’ performance against one another
- 6. Synthesis To put parts together to form a new whole that is original. It may involve the synthesis of information/ideas to form a conclusion such as recognizing the main theme of a discourse , the identification of relationships and creation of something such as a process, procedure, design, etc E.g. Given below the steps involved in constructing an achievement test. I Determine the appropriate item types II Identify the intended learning outcomes III Prepare a relevant table of specifications IV Decide on the duration of the test Which of the following is the CORRECT sequence of constructing the achievement test? (A) I, II, IV, III. (B) II, I, III, IV. (C) II, IV, III, I. Note: Students are required to organise the different steps to form a correct procedure to accomplish a particular goal (i.e. constructing an achievement test)
- 7. Evaluation To make judgments regarding the quality, value, or worth of something for a stated purpose. It may involve making judgments about the most effective method, procedure, solution, etc , evaluating alternatives and providing justification. The judgments are to be based on definite criteria. The kind of evaluation is not a personal preference, but a reasoned evaluation that is supported with evidence and logic. E.g. The MOST likely outcome of the test in terms of its quality as an assessment tool is that it would be (A) valid and reliable. (B) valid but not reliable. (C) reliable but not valid Notes: Students are required to appraise the value of an assessment method for an intended purpose, (i.e .to assess interactive speaking skills). Ms Lee, an English teacher, has decided to administer a paper and pencil test consisting of multiple-choice items to assess the interactive speaking skills of her students. She has taken care to ensure that the items constructed fulfil the criteria of best practices.