How to Construct Test Questions in all Classifications of Thinking: MADE EASY

Summary

In this tutorial, the presenter explains how to construct test questions across all six levels of Bloom's Revised Taxonomy, from lower-order to higher-order thinking. The video covers how to create questions for remembering, understanding, applying, analyzing, evaluating, and creating, with practical examples for each cognitive level. Viewers are guided on how to design questions that encourage deeper learning and engagement, offering insights into effective assessment techniques. The video also introduces tools for automating test creation, making it a valuable resource for teachers looking to improve their test design and student evaluation strategies.

Takeaways

• 😀 Bloom's Revised Taxonomy categorizes thinking into six levels: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.
• 😀 Test questions should be constructed for each level of Bloom’s Taxonomy to assess various cognitive abilities in students.
• 😀 Level 1 (Remembering) involves recalling and restating facts or information. Example: 'Who is the author of *No Limit*?'
• 😀 Level 2 (Understanding) involves interpreting and summarizing information. Example: 'What is the main idea of the passage?'
• 😀 Level 3 (Applying) requires students to use learned knowledge in new contexts. Example: 'Solve for X using the Pythagorean theorem.'
• 😀 Level 4 (Analyzing) focuses on breaking down information into parts and comparing or categorizing them. Example: 'What does the author believe in the passage?'
• 😀 Level 5 (Evaluating) asks students to assess and form judgments based on criteria. Example: 'Do you agree with the author’s point of view? Why or why not?'
• 😀 Level 6 (Creating) involves generating new ideas or concepts. Example: 'Create a slogan to promote environmental conservation.'
• 😀 Test questions should be aligned with learning objectives to ensure they effectively measure students' understanding and skills.
• 😀 Teachers should use a variety of question formats (multiple choice, short answer, essay) to assess different cognitive levels.
• 😀 Bloom’s Taxonomy provides a framework that helps teachers design assessments that encourage deeper learning and critical thinking.

Q & A

What is the main purpose of the video?

The video aims to teach viewers how to construct test questions that align with Bloom's revised taxonomy of learning, covering all levels of thinking from remembering to creating.

What are the six levels of Bloom's revised taxonomy mentioned in the video?

The six levels are: 1) Remembering, 2) Understanding, 3) Applying, 4) Analyzing, 5) Evaluating, and 6) Creating.

What is the distinction between lower-order and higher-order thinking in Bloom's taxonomy?

Lower-order thinking involves remembering, understanding, and applying, while higher-order thinking involves analyzing, evaluating, and creating. Higher-order thinking requires more critical and creative engagement with the material.

What type of questions should be constructed for the 'Remembering' level?

Questions for the 'Remembering' level focus on recalling facts, terms, names, and other basic information. Examples include asking for definitions or listing steps in a process.

Give an example of a 'Remembering' level test question from the video.

An example is: 'Who is the author of No Limit IRA?' or 'What are the steps in doing an activity?' These questions require simple recall of facts.

What are the key verbs associated with the 'Understanding' level?

Key verbs for the 'Understanding' level include: interpret, summarize, classify, compare, and explain. These verbs signal that learners are expected to show comprehension of the material.

How does the 'Applying' level differ from the 'Remembering' and 'Understanding' levels?

The 'Applying' level requires learners to use or implement what they've learned in new situations, whereas 'Remembering' and 'Understanding' focus more on recalling or interpreting information without applying it in real-world contexts.

What is an example of an 'Applying' level test question?

An example is: 'In a constructivist point of view, how would you teach the parts of a community to elementary students?' This requires applying knowledge in a practical teaching scenario.

Why is the 'Analyzing' level important in Bloom’s taxonomy?

The 'Analyzing' level is important because it challenges learners to break down information into components and understand its structure. It promotes critical thinking and the ability to examine relationships between ideas.

What type of questions would be appropriate for the 'Evaluating' level?

Evaluating questions ask learners to make judgments or assessments based on criteria. Examples include asking whether a solution is effective, whether one agrees with an author's point of view, or analyzing the outcomes of an experiment.

What is the highest level of thinking in Bloom's revised taxonomy?

The highest level is 'Creating.' It involves synthesizing information to generate new ideas, solutions, or products. Learners at this level are expected to design, construct, or develop something new based on prior knowledge.