Taxonomy Multiple Choice Questions

Taxonomy Multiple Choice Questions-17
” and the possible answers for this question are the same as for the first question.Even if you are not as struck by the beauty of this example as I was, you surely appreciate that this sent me on a literature search of examples how Bloom’s taxonomy can help design multiple choice questions. I haven’t been able to track down the whole paper unfortunately, but the “Appendix C: MCQs and Bloom’s Taxonomy” of “Designing and Managing MCQs” by Carneson, Delpierre and Masters contains a wealth of examples.But if you find yourself needing to use multiple choice tests as a necessity, you can make the best of this situation with these three approaches.

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Rather than just repeating their examples, I am giving you my own examples inspired by theirs*. Bloom level 1: Knowledge At this level, all that is asked is that students recall knowledge.

Example 1.1 Which of the following persons first explained the phenomenon of “westward intensification”?

Because test items must be aligned with learning objectives, you’ll need to include higher-order thinking skills from the start.

And yes, these may be better measured through open ended questions, essays and discussions.

Educators often use multiple choice tests to save time when grading.

They are much easier to grade than other exams where the answers are written by the student.

The sample question pairs below demonstrate how to transform a question from the simple recall to a higher-order thinking skill using the scenarios approach.

Before: What is the first concern of an emergency worker?

She received her MA in Education from the Stanford Graduate School of Education in 2014.

There are 21 references cited in this article, which can be found at the bottom of the page.


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