Bloom's Taxonomy
The purpose of the Taxonomy of educational objectives is to
a. arrange the goals of education in the order of their complexity.
b. define and classify the various types of educational goals.
c. determine minimum educational objectives for each student.
d. provide criterion-related performance standards at all levels of education.
a. arrange the goals of education in the order of their complexity.
The word objective when used to describe a type of test item, refers to the
a. method of presenting item task.
b. scoring procedures employed.
c. selection of the item idea.
d. type of behavior elicited.
b. scoring procedures employed.
This are all advantages of true and false items:
Certain aspects of the subject matter readily lend themselves to verbal propositions that can be judged true or false.
They are relatively easy to write.
They can be scored easily and objectively.
Encourage students to study and accept only oversimplified statements of truth and factual details
What is false.
a. Multiple-choice test
b. Individual journals
c. Portfolio
d. Presentation performance
a. Multiple-choice test
Which one of the following is NOT a recommendation to follow in writing multiple-choice items?
a. Avoid letting the item clue the correct choice.
b. Make correct and incorrect choices about the same length.
c. Make the incorrect choices as justifiable as possible.
d. Vary the location of the correct choice.
c. Make the incorrect choices as justifiable as possible.
The essential difference between the knowledge level and the comprehension level of Bloom’s Taxonomy is that at the knowledge level one is asked to
a. apply information, but at the comprehension level one is asked to understand it.
b. generate information, but at the comprehension level one is asked to recall it.
c. interpolate information, but at the comprehension level one is asked to recognize it.
d. recognize information, but at the comprehension level one is asked to interpret it.
d. recognize information, but at the comprehension level one is asked to interpret it.
Which one of the types of items listed below is the easiest to score?
a. Completion
b. Essay
c. Multiple-choice
d. True-false
d. True-false
Which of the following is a good suggestion to follow in writing true-false items?
a. Avoid less than two complete thoughts in the statement.
b. Avoid using statements taken directly from the text.
c. Incorporate terms like “always” and “never” in the item.
d. Sequence the items so that every other item is false.
b. Avoid using statements taken directly from the text.
8. What is a common criticism of traditional testing?
a. Traditional tests do not test knowledge as it is applied in real-world situations.
b. Traditional tests cannot be designed to measure students’ knowledge.
c. Traditional tests usually lack validity and/or reliability.
d. Traditional tests typically provide subjective measures of knowledge.
a. Traditional tests do not test knowledge as it is applied in real-world situations.
The stem of the multiple-choice item presents the pupil with a problem, whereas the choices represent
a. plausible solutions.
b. possible applications.
c. types of reasoning.
d. variations of the problem.
a. plausible solutions.
A technique that helps the teacher write test items at different levels of the cognitive taxonomy is
a. discriminating learning outcomes from learning activities.
b. matching instruction to objectives.
c. the checklist for written objectives.
d. the test blueprint.
d. the test blueprint.
Which of the following teachers uses norm-referenced grading?
A .Mrs. Sage uses a rubric to grade her students’ final projects.
B. Ms. Rodman uses a standard grading scale based on percentage of correct responses on calculus tests.
C.Ms. Corrino grades students’ history projects on the basis of criteria specified on her checklist.
D.Mr. O’Neal grades his chemistry exams on the curve.
C.Ms. Corrino grades students’ history projects on the basis of criteria specified on her checklist.
Which one of the types of items listed below is the easiest to score?
a. Completion
b. Essay
c. Multiple-choice
d. True-false
d. True-false
Which of the following is the lowest level of objectives in Bloom’s taxonomy of educational objectives?
a. Knowledge
b. Application
c. Synthesis
d. Comprehension
a. Knowledge
The use of “none of these” as an option in a multiple-choice item is only appropriate when
a. guessing is apt to be a serious problem.
b. more than five correct answers can be provided.
c. the number of possible answer choices is limited to two or three.
d. the opinions provide absolutely correct or incorrect answers.
d. the opinions provide absolutely correct or incorrect answers.
Examples of objectives written at the application level would include
a. decision-making regarding the worth of programs.
b. reciting the Preamble to the Constitution.
c. solving previously not attempted math problems.
d. translation of Spanish into English.
c. solving previously not attempted math problems
1. Which of the following fill-in items follows guidelines for preparing test items?
a. The ____________expedition took place before the telephone was invented.
b. __________ and ___________ led an expedition west from St. Louis.
c. _________________ invented the telephone.
d. Who invented the telephone? ________________________________
d. Who invented the telephone? ________________________________
Given the following item: The capital of New York State is:
a. Albany
b. Buffalo
c. Los Angeles
d. New York City
What would be the best change to make in this item?
a. Add the words “located in” to the stem.
b. Omit “city” from the stem.
c. Replace Los Angeles with Rochester.
d. Replace New York City with Rochester.
c. Replace Los Angeles with Rochester.
The key idea that Bloom’s taxonomy offers to teachers is that:
a. every lesson should incorporate objectives at every cognitive level
b. lower-level skills should be replaced by higher-order skills
c. higher-order skills should be reserved for college-level classes
d. different levels of objectives are appropriate for different purposes
d. different levels of objectives are appropriate for different purposes
The difficulty of a multiple-choice item can be varied by altering the
a. discrimination index.
b. distractor heterogeneity.
c. test’s reliability.
d. stem of the item
a. discrimination index.
At the end of a unit of student, Ms. Dickson’s students are able to read a research report and use principles of good experimental design to point out flaws in the researchers’ procedures and conclusions. What is the highest-level objective from Bloom’s taxonomy that Ms. Dickson’s students have met?
a. Knowledge
b. Comprehension
c. Application
d. Evaluation
d. Evaluation
10. Mrs. Ramirez is giving a test to identify the top students in her physics class. The top three or four students will be invited to participate in an event related to their unit of study at a local university. What type of comparison should she use to interpret test results?
a. Criterion-referenced
b. Norm-referenced
c. Comparison to university students taking the same test
d. Comparison to national group taking the same test
b. Norm-referenced
Which of the following true-false items is NOT poorly written?
a. According to your text, American intervention in Vietnam was avoidable.
b. It is not undesirable to use double negatives inadvertently in a true-false item.
c. The beauty and spontaneity of child art is appreciated for its freshness and spontaneity.
d. The criterion level, which is a part of any objective, is only suited for mastery skills.
a. According to your text, American intervention in Vietnam was avoidable.
Which of the following types of items is best adapted to evaluating student knowledge of numerous technical terms?
a. Matching
b. Multiple-choice
c. Short answer
d. True-false
a. Matching
Which of the following statements is true of multiple-choice test items?
a. If they require a best answer, they are inferior to those calling for one correct answer.
b. Questions yield more concise test items than do incomplete statements.
c. The stem should be as short as possible to increase validity.
d. They are versatile but tend to be subjectively scored.
b. Questions yield more concise test items than do incomplete statements.