scholarly journals Examining Bloom’s Taxonomy in Multiple Choice Questions: Students’ Approach to Questions

2021 ◽  
Author(s):  
J. K. Stringer ◽  
Sally A. Santen ◽  
Eun Lee ◽  
Meagan Rawls ◽  
Jean Bailey ◽  
...  
Keyword(s):  
Lower Order ◽  
Multiple Choice ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Higher Order ◽  
Multiple Choice Questions ◽  
Analytic Thinking ◽  
Bloom’S Taxonomy ◽  
Degree Of Confidence ◽  
Clinical Reasoning Skills

Abstract Background Analytic thinking skills are important to the development of physicians. Therefore, educators and licensing boards utilize multiple-choice questions (MCQs) to assess these knowledge and skills. MCQs are written under two assumptions: that they can be written as higher or lower order according to Bloom’s taxonomy, and students will perceive questions to be the same taxonomical level as intended. This study seeks to understand the students’ approach to questions by analyzing differences in students’ perception of the Bloom’s level of MCQs in relation to their knowledge and confidence. Methods A total of 137 students responded to practice endocrine MCQs. Participants indicated the answer to the question, their interpretation of it as higher or lower order, and the degree of confidence in their response to the question. Results Although there was no significant association between students’ average performance on the content and their question classification (higher or lower), individual students who were less confident in their answer were more than five times as likely (OR = 5.49) to identify a question as higher order than their more confident peers. Students who responded incorrectly to the MCQ were 4 times as likely to identify a question as higher order than their peers who responded correctly. Conclusions The results suggest that higher performing, more confident students rely on identifying patterns (even if the question was intended to be higher order). In contrast, less confident students engage in higher-order, analytic thinking even if the question is intended to be lower order. Better understanding of the processes through which students interpret MCQs will help us to better understand the development of clinical reasoning skills.

READING EXERCISES FOR VIII GRADE STUDENTS BASED ON BLOOM’S TAXONOMY

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Intan Permata Sari And Indra Hartoyo
Keyword(s):  
Data Analysis ◽  
Lower Order ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Level Of Education ◽  
Bloom’S Taxonomy

This study is aimed at (1) analyzing reading exercises based Bloom’s taxonomy for VIII grade in English on Sky textbook. (2) Found the distribution of the lower and higher order thinking skill in reading exercises. (3) To reason for level reading exercises. After analyzed the data, the result of the data analysis also infers that the six levels of Bloom’s taxonomy in reading exercises weren’t applied totally. The creating skill doesn’t have distribution in reading exercise, and the understanding – remembering level more dominant than another levels. The distribution of the higher order thinking level was lower than the lower order thinking level and the six levels are not appropriate with the proportion for each level of education based Bloom’s taxonomy, such as the distribution of the creating level in the reading exercise must be a concern because no question that belong to the creating level. It was concluded that reading exercises in English on Sky textbook cannot improve students' critical thinking skills for VIII grade.

scholarly journals Analisis Tingkat Kognitif Pretes Fisiologi Kedokteran UNS 2018/2019 Ditinjau dari Ranah Kognitif Taksonomi Bloom Revisi

2019 ◽  
Author(s):  
Febby Gunawan Siswanto
Keyword(s):  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
First Year ◽  
Multiple Choice Questions ◽  
Descriptive Research ◽  
Bloom’S Taxonomy ◽  
Qualitative Descriptive ◽  
High Level

High level of cognitive, as an important part of medical education, can be trained by appropriate higher order thinking exams. A taxonomy called Bloom’s Taxonomy fits to be the standard of creating test for medical student and analyzing cognitive level of medical exams. The purpose of study is to analyze cognitive levels of physiology pretests of first year medicine in Sebelas Maret University 2018/2019. This is a qualitative descriptive research. The data are gained from documentation of six exams and analyzed by Revised Bloom’s Taxonomy. There were 106 multiple choice questions in the pretest (51%=remember; 15%=understand; 12%=apply; 17%=analyze; 3%=evaluate; 2%=create). A half of the questions showed the lowest levels of lower order thinking skills. On the other hand, the highest level of higher order thinking skills’ questions came from package D and E. Therefore, reconstruction of physiology pretest of Medicine Sebelas Maret University 2018/2019 is needed for creating questions that equal to cognitive level’s demand of medical students.

What faculty write versus what students see? Perspectives on multiple-choice questions using Bloom’s taxonomy

2021 ◽  
pp. 1-12
Author(s):  
Seetha U. Monrad ◽  
Nikki L. Bibler Zaidi ◽  
Karri L. Grob ◽  
Joshua B. Kurtz ◽  
Andrew W. Tai ◽  
...  
Keyword(s):  
Multiple Choice ◽  
Bloom's Taxonomy ◽  
Multiple Choice Questions ◽  
Bloom’S Taxonomy

scholarly journals Tapping into Bloom Taxonomy’s Higher-Order Cognitive Processes: The Case for Multiple Choice Questions as a Valid Assessment Tool in the ESP Classroom

2021 ◽  
pp. 160-171
Author(s):  
Iryna Lenchuk ◽  
Amer Ahmed
Keyword(s):  
Cognitive Processes ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Multiple Choice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Assessment Tools ◽  
Multiple Choice Questions ◽  
Higher Order Thinking Skills

This article describes the results of Action Research conducted in an ESP classroom of Dhofar University located in Oman. Following the call of Oman Vision 2040 to emphasize educational practices that promote the development of higher-order cognitive processes, this study raises the following question: Can an online multiple choice question (MCQ) quiz tap into the higher-order cognitive skills of apply, analyze and evaluate? This question was also critical at the time of the COVID-19 pandemic when Omani universities switched to the online learning mode. The researchers administered an online MCQ quiz to 35 undergraduate students enrolled in an ESP course for Engineering and Sciences. The results showed that MCQ quizzes could be developed to tap into higher-order thinking skills when the stem of the MSQ is developed as a task or a scenario. The study also revealed that students performed better on MCQs that tap into low-level cognitive skills. This result can be attributed to the prevalent practice in Oman to develop assessment tools that tap only into a level of Bloom’s taxonomy, which involves the cognitive process of retrieving memorized information. The significance of the study lies in its pedagogical applications. The study calls for the use of teaching and assessment practices that target the development of higher-order thinking skills, which is aligned with the country’s strategic direction reflected in Oman vision 2040.

BLOOM'S DIGITAL TAXONOMY AND MODEL OF DIGITAL TRANSFORMATION OF EDUCATION IN THE EDUCATIONAL PROCESS OF UNIVERSITY

2019 ◽  
pp. 42-48 ◽  
Author(s):  
M. Yu. Glotova ◽  
E. A. Samokhvalova
Keyword(s):  
Cognitive Skills ◽  
Digital Technologies ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Higher Order ◽  
Educational Process ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
The Relationship ◽  
Samr Model

The article describes the integration of digital technologies in the educational process by SAMR model (Substitution, Augmentation, Modification, Redefinition) developed by Ruben Puentedura. The stages of the use of digital technologies in the educational process are considered. The application of these technologies to improve learning is justified. The examples are given that demonstrate the stage of routine use of digital technologies at the levels of Substitution and Augmentation, and the stage of innovative use of digital technologies at the levels of Modification and Redefinition. Bloom’s taxonomy is described, which is learning through a set of concepts that begin with lower-order thinking skills and advance to higher-order thinking skills. The relationship between the SAMR model and the development of higher-order cognitive skills in Bloom’s taxonomy was studied. An example of the joint use of the SAMR model and Bloom’s taxonomy in the framework of the formation of digital competencies of future teachers when studying the discipline “Digital education technologies” is considered.

scholarly journals An Evaluation of the Algerian EFL Baccalaureate Exam under the Cognitive Domains of Bloom’s Taxonomy

2021 ◽  
Author(s):  
Fatine Merieme BELARBI ◽  
Abdelkader BENSAFA
Keyword(s):  
Research Question ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
High Stake ◽  
Higher Order Thinking Skills ◽  
Cognitive Domains ◽  
Bloom’S Taxonomy

The Algerian English foreign language (EFL) baccalaureate is a high stake exam that assesses both students’ learning and their critical thinking skills. Thus, devising appropriate and effective exam questions may be a problematic issue for tests designers. Under the requirements of the current Algerian English curriculum, the exam questions must cover the lower and higher-order thinking skills of Bloom’s taxonomy. On this basis, this research paper seeks to investigate the effectiveness of the EFL baccalaureate exam papers, and aims to answer the research question: ‘To what extent does the Algerian EFL Baccalaureate exam paper cover the lower and higher-order thinking skills of Bloom’s taxonomy?’ This research is a descriptive content analysis; the researcher analyzed the exam questions of the Algerian EFL Baccalaureate under the cognitive domains of Bloom’s taxonomy. This study is significant as it helps tests’ designers to design practical EFL exams that develop students’ thinking skills and language competencies. The findings of this study revealed that the EFL baccalaureate exam does not establish the students’ higher-order thinking skills and does not assess their communicative abilities. Accordingly, some recommendations are suggested to hopefully help test designers to improve the quality of the EFL Baccalaureate questions.

scholarly journals KEMAMPUAN GURU BAHASA INDONESIA DALAM MEMBUAT SOAL TES BERBASIS HOTS (HIGHER ORDER THINKING SKILLS) DI SMP SEKECMATAN KARANGNUNGGAL

2020 ◽  
Vol 16 (1) ◽  
pp. 22
Author(s):  
Deni Chandra ◽  
Dedi Heryadi
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Multiple Choice ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Multiple Choice Questions ◽  
Higher Order Thinking Skills ◽  
Bahasa Indonesia

ABSTRAK: Penelitian ini bertujuan untuk mendeskripsikan (1) kemampuan guru mata pelajaran Bahasa Indonesia dalam membuat soal tes berbasis Higher Order Thinking Skills (HOTS) tingkat SMP se-Kecamatan Karangnunggal Kabupaten Tasikmalaya dan (2) menganalisis kesesuaian soal tes yang dibuat oleh guru mata pelajaran Bahasa Indonesia ditinjau dari kriteria soal Higher Order Thinking Skills (HOTS). Penelitian ini dilaksanakan di tiga Sekolah Menengah Pertama (SMP) yang berada di Kecamatan Karangnunggal Kabupaten Tasikmalaya dengan menggunakan metode deskriptif kualitatif.Sumber data dalam penelitian ini adalah guru mata pelajaran Bahasa Indonesia yang secara keseluruhan berjumlah 7 orang. Sumber data dari SMP N 1 Karangnunggal sebanayak 2 orang, dari SMP Negeri 3 Karangnunggal sebanyak 2 orang dan dari SMP IT Karangnunggal sebanyak 3 orang. Data yang diperoleh berupa soal esai dan pilihan ganda yang dibuat oleh setiap responden.Pemerolehan data dalam penelitian ini menggunakan instrumen tes.Data tersebut dikaji dengan teknik analisis deskriptif. Hasil pengkajian pertama diperoleh kemampuan guru mata pelajaran Bahasa Indonesia dalam membuat soal tes berbasis HOTS dalam bentuk esai maupun pilihan ganda masih rendah. Hal tersebut terbukti dari jumlah keseluruhan soal yang masih berada pada ranah ingatan (C1).Hasil pengkajian yang kedua diperoleh bahwa bentuk soal pilihan ganda ataupun esai belum memenuhi kriteria soal HOTS yang baik.Hal itu terbukti dari masih banyaknnya soal pilihan ganda ataupun esai yang belum menggunakan stimulus yang menarik dan kontekstual, mengukur kemampuan kognitif level analisis, evaluasi, maupun mencipta serta belum mengandung jawaban yang tersirat.KATA KUNCI: Higher Order Thinking Skills (HOTS); Kemampuan Guru; Soal Tes>ABILITY OF INDONESIAN TEACHERS IN MAKING TEST BASED HOTS (HIGHER ORDER THINKING SKILLS) IN JUNIOR HIGH SCHOOL DISTRICT KARANGNUNGGAL�ABSTRACT: This research is aimed to describe (1) the ability of Bahasa Indonesia teachers to construct the questions based on HOTS for Junior High School students in Karangnunggal district Tasikmalaya and (2) the analysis of examination questions that are made by Bahasa Indonesia teachers considering the criteria of HOTS. This research was conducted at 3 Junior High School in Karangnunggal district by using qualytative descriptive method. The data source in this research is teachers of Bahasa Indonesia which amount 7 teachers. The data source are 2 teachers from SMPN 1 Karangnunggal, 2 teachers from SMPN 3 Karangnunggal, and 3 teachers from SMP IT Karangnunggal. The data gained are essay questions and multiple choice questions which are made by each respondent. The aquisition of the data in this research is using test. Those datas are examined by using descriptive analysis technique. The result of first assesment is that the ability of Bahasa Indonesia teachers to construct the quesrions based on HOTS in essay and multiple choice form is skill low. That statment is proven from the whole numbers of questions that is in memory domain (C1). The second assesment results that the assay and multiple choice from have not fulfilled the criteria of a good HOTS questions. That statment is proven from the essay and multiple choice questions that are still lack of interesting and contextual stimulants, measure that analysis level, evaluation level, and creating level of cognitif ability and also have not contained implicit answer.KEYWORDS: Higher Order Thinking Skills (HOTS); Teachers Ability; Test Question.

scholarly journals High-Order Thinking Skill in Solving Two-Dimensional Arithmetic Series Based on Bloom's Taxonomy

2020 ◽  
Author(s):  
Zainal Abidin ◽  
Mohammad Tohir
Keyword(s):  
Data Analysis ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Two Dimensional ◽  
Master Program ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
Qualitative Descriptive

The research aims to describe the level of higher-order thinking skills ability of students in solving generalization patterns in two-dimensional arithmetic series based on revised Bloom's taxonomy. The research method used is a qualitative descriptive approach. The subjects were students of the Master Program of Mathematics Education at Jember University. The data was collected by giving open problem-solving tasks and documentation studies to students to develop patterns of one-dimensional arithmetic series. Then, students are given the task of solving the next problem to draw up a generalization pattern of two-dimensional arithmetic series. The data analysis technique used is qualitative descriptive data analysis. The results showed that the percentage of higher-order thinking skills aspects included analyze (C4) reached 88.89%, evaluate (C5) reached 83.33%, and create (C6) reached 66.67%. The results of this achievement are influenced by several factors, including accuracy in compiling numbers and expanding existing data, mastery of arithmetic series permutation concepts and their application, the tendency of graduate students to rely on memorization and imitations of existing examples.

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