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Module 12: Construction of Multiple-choice Tests
Levels of understanding
When constructing a test it is important to keep in mind the level of
understanding the test item is attempting to measure.
Bloom's Taxonomy of
Educational Objectives was developed to categorize different types of
intellectual outcomes according to their level of cognitive complexity.
"Levels" within this taxonomy refer to the degree of mental thought or
complexity inherent in the learning outcome. The six levels of Bloom's
Taxonomy are described below:
Level 1
KNOWLEDGE |
Students are expected to remember or recall information
in terms of defining, identifying, or describing. |
Level 2
COMPREHENSION |
Students are expected to interpret material.
For example, students may be asked to
rewrite in their own words, explain or
summarize a concept. |
Level 3
APPLICATION |
Students are expected to solve new, yet similar
or related problems with the application of
rules, concepts, or laws. |
Level 4
ANALYSIS |
Students are expected to exhibit critical
thinking skills in terms of distinguishing
between fact and opinion, drawing
relationships, or recognizing assumptions. |
Level 5
SYNTHESIS |
Students are expected to exhibit creative
thinking. For example, students might be
asked to devise plans, create proposals, or
design options to solve a problem.
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Level 6
EVALUATION |
Students are expected to exhibit the ability to
judge the value of material. For example,
students might be asked to judge art work,
music, or writing. |
Multiple-choice items are very useful for measuring different levels of
students' understanding of material. Well written multiple-choice items
can measure either simple knowledge and the acquisition of facts or the
precise discrimination of complex material.
Can you think of a test question that would
assess a student's ability to comprehend that topic? Can you think
of a question that would test the student's ability to analyze,
synthesize, or evaluate the topic?
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