Professional Documents
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Bloom identified six levels within the cognitive domain from simple recall of facts
as the lowest level through increasingly more complex and abstract mental level, to the
highest level that can be classified as evaluation. Verb samples for stating specific
learning outcomes that represent intellectual activity on each level are presented here.
Psychomotor Domain
A. VALIDITY is the degree to which the test measures what is intended to measure.
It is the usefulness of the test for a given purpose. A valid test is always reliable.
B. RELIABILITY refers to the consistency of score obtained by the same person
when retested using the same instrument or one that is parallel to it.
C. ADMINISTRABILITY the test should be administered uniformly to all students so
that the scores obtained will not vary due to factors other than differences of the
students’ knowledge and skills. There should be a clear provision for instruction
for the student, proctors and even the one who will check the test or the scorer.
D. SCORRABILITY the test should be easy to score; directions for scoring is clear,
provide the answer sheet and the answer key.
E. APPROPRIATENESS the test item that the teacher constructed must assess the
exact performances called for in the learning objectives. The test item should
require the same performance of the student as specified in the learning
objectives.
F. ADEQUACY the test should contain a wide sampling of items to determine the
educational outcomes or abilities so that the resulting scores are representatives
of the total performance in the areas measured.
G. FAIRNESS the test should be biased to the examinees. It should not be offensive
to any examinee subgroups. A test can only be good if it is also fair to all test
takers.
H. OBJECTIVITY represents the agreement of two or more raters or test
administrators concerning the score of a student. If the two raters who assess the
same student on the judge is valid, thus lack of objectivity reduces test validity in
the same way that lack reliability influence validity.
Reliability of a Test
Reliability refers to the consistency of measurement, that is, how consistent test
results or other assessment results from one measure to another. We can say that a
test is reliable when it can be determined by means of Pearson Product Correlation
Coefficient, Spearman-Brown Formula and Kuder-Richardson Formula .
Statistics play a very important role in describing the test scores of students.
Teachers should have a background on the statistical techniques in order for them to
analyze and describe the results of measurement obtained in their own classroom;
understand the statistics used in the test and research reports; interpret the types of
scores used in testing.
Changes in terminology between two versions are perhaps the most obvious
differences and can also cause the most confusion. Basically, Bloom’s six major
categories were changed from noun to verb forms. Additionally, the lowest level of the
original, knowledge was renamed and became remembering. Finally, comprehension
and synthesis were retitled to understanding and creating. In an effort to minimize the
confusion, comparison images appear below.
Old taxonomy – evaluation was the highest level, higher than synthesis. In the past,
educators have accepted that critical thinking was higher than creative thinking.
BLOOM’S TAXONOMY
Knowledge Level
Objective : The student will be able to identify various types of schizophrenia
Test Item : Which of the following is not a type of schizophrenia?
Comprehension
Objective : The student will be able to provide examples of several psychological
concepts.
Test Item : Which of the following would be an instance of compliance?
a. moving away from the group norm regardless of prior opinions
b. maintaining one’s belief in the face of group pressure to change those
beliefs.
c. following group norms in overt behavior but not cognitively
d. seeking group consensus without carefully considering all possible
arguments.
Application Level
Objective : The student will be able to calculate the expected date of delivery.
Test Item : If Cathy’s cycle is regular and her last menstrual period is April 20, 2010,
when is the expected date of delivery?
a. January 20, 2011
b. January 27, 2011
c. January 13, 2011
d. January 30, 2011
Analysis Level
Objective : The student will be able to make generalizations about the research
results.
Test Item : Nurse Bryan has carried out a number of experiments on the bargaining
process. Generalizing from his results, we can conclude that
a. The more threatening the weapons that bargainers acquire, the more
likely they care to compete.
b. The more threatening the weapons that bargainers have, the more
likely they are to cooperate.
c. Threatening weapons do not influence bargaining as much as saving
face does.
d. We cannot accurately conclude any of the above
Evaluation Level
Objective : The student can recognize the values and points of view used in a
particular judgment of a work.
Test Item : Which of the statements can correctly be made about Organization and
Management.