Creating Tests: Understanding Revised Bloom's Taxonomy, Lecture notes of History

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Constructing Tests with Course

Content and Learning Objectives In

Mind

Center for Teaching Excellence Series Simone Heyliger, Ph.D. Spencer Baker, Ph.D.

Learning Objectives

• Upon completion of this workshop, the student should be able to: - Describe Revised Bloom’s Taxonomy - Compare and contrast Revised and - Categorize action verbs according to the revised Bloom Taxonomy - Enumerate the types of test questions and cite advantages and disadvantages of each question type - Develop Test Items which correlate the various levels of Bloom’s Taxonomy - Using Revised Bloom’ s Taxonomy , Develop Test Items that Match the Same Level of Learning Objectives

Revised Bloom’s Taxonomy

Remembering Understanding Applying^ Analyzing Evaluating Creating

Comparison of Revised and Old

Bloom’s Taxonomy

EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

CREATING EVALUATING ANALYZING APPLYING UNDERSTANDING REMEMBERING LOWER ORDER THINKING SKILLS LOWER ORDER THINKING SKILLS

HIGHER ORDER THINKING SKILLS HIGHER ORDER THINKING SKILLS

OLD TAXONOMY REVISED TAXONOMY

Purpose of Learning Objectives

• To Focus Students on What is Important
• To Facilitate Lecture planning and test/assessment development
• To Assist in Curricular Mapping (essential for curricular mapping)

Learning Objectives and Curricular

Mapping

Accreditation Standards

Program/CurricularObjectives Course Objectives

Student Outcomes Learning Objectives

Measurable Action Verbs For Creating

Learning Objectives

Describing Locating ReproducingNaming

CalculatingDividing ImplementingUsing IllustratingOrganizing ModifyingMapping

BreakdownCombining DifferentiatingDeconstructing Outlining Organizing Distinguishing D

CritiquingMonitoring MeasuringExperimenting CheckingRating AssessingDiagnosing Judging

ClassifyingDefending ExplainingInterpreting MatchingParaphrasing

Remembering

Understanding

Applying

Analyzing

Evaluating FormulatingHypothesizing InventingEstimating PredictingForecasting Producing

Creating

CLASS DISCUSSION

• Classify Learning Objectives Using Revised Bloom’s Taxonomy Categories: - List the herpetic viruses that cause cancer in HIV patients - Given a patient case description which includes symptomology, patient history and clinical findings, determine which infectious agent produces cancer in the HIV patient - Identify and describe the function of the major segments of the renal tubule

Evolution of A Learning Objective

• Original Objective: Know how to interpret ABGs and to apply compensation formulas
• Instructor’s intent: The instructor wants students to be able to identify arterial blood gases (ABGs) lab values in a case study, ascertain if they are abnormal, determine the primary cause of the abnormal lab values and then use the compensation formulas to determine if the body is attempting to correct the abnormality appropriately
• Can the student determine instructor’s expectations from the Learning Objective?

Evolution of A Learning Objective

• Revision #1: Interpret lab values (arterial blood gases) to determine whether the patient is suffering from an Acid- Base disturbance, and then apply compensation formulas
• Instructor’s intent: The instructor wants students to be able to identify arterial blood gases (ABGs) lab values in a case study, ascertain if they are abnormal, determine the primary cause of the abnormal lab values and then use the compensation formulas to determine if the body is attempting to correct the abnormality appropriately
• Can the student determine instructor’s expectations from the Learning Objective?

SO NOW YOU’VE WRITTEN THE

PERFECT OBJECTIVE…..

WHAT HAPPENS NEXT?

ANSWER: Students “Bomb” Your Exam

Types of Test Questions

• True/False Questions
• Multiple Choice Questions
• Matching
• Short Answer Questions
• Essay Questions
• Fill-in-the Blanks

TRUE AND FALSE QUESTIONS

• Bloom’s Taxonomy Levels:
  • Remembering (LEVEL 1)
  • Understanding (LEVEL 2)
• Strengths:
  • Easy to create
  • Students can answer several questions per minute
• Weaknesses:
  • Easy questions
  • May not accurately assess knowledge because students have a 50-50 chance of guessing correct answer

TIPS FOR WRITING T/F QUESTIONS

• TRUE-FALSE OR ALTERNATIVE RESPONSE

ITEMS

• ALTERNATIVE RESPONSE CONSISTS OF A DECLARATIVE STATEMENT
• ONLY TWO POSSIBLE ANSWERS
  • TRUE OR FALSE; CORRECT OR INCORRECT; YES OR NO; FACT OR OPINION; AGREE OR DISAGREE; RIGHT OR WRONG