BLOOM’S TAXONOMY

Recap - Bloom’s Taxonomy

Using appropriate Action verbs to measure learning in

behavioural terms
Bloom’s taxonomy for
levels of Cognition
define, label, list, memorize,
name, recognize, recall,
Evaluation Judging
state, identify
Synthesis Putting Together

Analysis Taking Apart

Application Using
Understanding
Comprehension
Memorising
Knowledge
2
Recap - Bloom’s Taxonomy

Using appropriate Action verbs to measure learning in

behavioural terms

Define, label, list, memorize,

name, recognize, recall, state,
Evaluation identify
Synthesis
Analysis
Application
Comprehension
Memorising
Knowledge
3
Recap - Bloom’s Taxonomy

Using appropriate Action verbs to measure learning in

behavioural terms

Classify, describe, summarize,

explain, express, indicate,
Evaluation locate, recognize, report,
Synthesis distinguish, differentiate,

Analysis
Application
Comprehension Understanding

Knowledge
4
Recap - Bloom’s Taxonomy

Using appropriate Action verbs to measure learning in

behavioural terms

Apply, calculate, demonstrate,

Evaluation illustrate, interpret, operate,
practice, schedule, sketch,
Synthesis solve, use,

Analysis
Application Using

Comprehension
Knowledge
5
Recap - Bloom’s Taxonomy

Using appropriate Action verbs to measure learning in

behavioural terms
Analyze, calculate, categorize,
compare, contrast, criticize,
differentiate, discriminate,
Evaluation distinguish, examine,
experiment, question, test
Synthesis
Analysis Taking Apart

Application
Comprehension
Knowledge
6
Recap - Bloom’s Taxonomy

Using appropriate Action verbs to measure learning in

behavioural terms
Re-arrange, collect, compose,
construct, create, design,
develop, formulate, manage,
organize, plan, prepare,
Evaluation propose, compose

Synthesis Putting Together

Analysis
Application
Comprehension
Knowledge
7
Recap - Bloom’s Taxonomy

Using appropriate Action verbs to measure learning in

behavioural terms Appraise, argue, assess,
integrate, combine, defend,
estimate, judge, predict, rate,
support, evaluate
Evaluation Judging

Synthesis
Analysis
Application
Comprehension
Knowledge
8
MULTIPLE CHOICE QUESTIONS

9
 Structure of Multiple Choice Question (MCQ)

Stem Power will only be dissipated in an AC

circuit if the circuit possesses

(A)capacitance.

(A)inductance. Distractors
Options
(A)reluctance.

(A)resistance Key

10
Guidelines for Writing MCQ

1. Ensure that the stem is meaningful by itself and presents a definite

problem. Students should be able to understand what is expected
when they read the stem before reading the options.

Eg: Farmers

(A) rotate their crops to conserve the soil.

(B) set up cooperatives to buy farm equipment cheaply.
(C) need uniform working conditions throughout the year.
(D) need to mechanise to increase farm productivity.

What’s wrong with this item?

• This is a poor item as the stem is not meaningful.

11
Guidelines for Writing MCQ

1. Ensure that the stem is meaningful by itself and presents a definite

problem. Students should be able to understand what is expected
when they read the stem before reading the options.

Improved:

Farmers rotate their crops to

(A) conserve the soil.

(B) make marketing easier.
(C) improve the soil texture.
(D) increase farm productivity.

12
Guidelines for Writing MCQ

2. Avoid repetition of words in the options. The stem should be written

to incorporate key words. This saves student reading time and helps
to focus his attention on the problem.
Eg: According to Lenz’s law, when an emf is induced in a
circuit,

(A) the current set up always aids the induced emf.

(B) the current set up always opposes the induced emf.
(C) the current set up always aids the motion which produces
it.
(D) the current set up always opposes the motion which
produces it.

What’s wrong with this item?

• Repetition of words in the options increases the time
needed by students to read the options
13
Guidelines for Writing MCQ

2. Avoid repetition of words in the options. The stem should be written

to incorporate key words. This saves student reading time and helps
to focus his attention on the problem.

Improved:

According to Lenz’s law, when an emf is induced in a circuit,

the
current set up always

(A) aids the induced emf.

(B) opposes the induced emf.
(C) aids the motion which produces it.
(D) opposes the motion which produces it.

14
Guidelines for Writing MCQ

3. Place options at the end of the statement when the incomplete

statement format is used. The problem should be presented in the
stem as early as possible.
Eg: The ________ is used for measuring specific gravity of
liquid.

(A) barometer
(B) multimeter
(C) hydrometer
(D) digital meter

What’s wrong with this item?

• Avoid having a blank at the beginning of the statement

15
Guidelines for Writing MCQ

3. Place options at the end of the statement when the incomplete

statement format is used. The problem should be presented in the
stem as early as possible.

Improved:

The instrument used to measure the specific gravity of liquid is

the

(A) barometer.
(B) multimeter.
(C) hydrometer.
(D) digital meter.

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Guidelines for Writing MCQ

4 Avoid verbal associations between stem and the correct answer.

Verbal associations provide clues and do not test learning outcomes.

Eg: Every organism is made of cells and every cell comes

from another cell. This is the

(A) cell theory.

(B) heat theory.
(C) relativity theory.
(D) evolution theory.

What’s wrong with this item?

• Verbal clue “cell” will decrease the accuracy of the test.

17
Guidelines for Writing MCQ

5. State the stem of an item in positive form, wherever possible. A

negatively-stated stem tends to measure insignificant learning
outcome and may be overlooked by students. When negative
wording is used, it should always be highlighted.

Eg: Which one of the following is not an inert gas?

(A)Argon.
(B)Helium.
(C)Neon.
(D)Oxygen.

What’s wrong with this item?

Improved:
Which one of the following is NOT an inert gas?

18
Guidelines for Writing MCQ

6. Use clear and concise words. The stem should be easy to read
and understand, and free of elaborate explanations.
Eg: The lack of plausible, but incorrect statements that can be
related to a central idea poses a problem when constructing
which one of the following types of test items?

(A) Essay.
(B) True-false.
(C) Short-answer.
(D) Multiple-choice.

What’s wrong with this item?

• Unnecessarily complex wording and sentence structure

19
Guidelines for Writing MCQ

6. Use clear and concise words. The stem should be easy to read
and understand, and free of elaborate explanations.

Improved:

The lack of plausible, but incorrect alternatives will cause the

greatest difficulty when constructing

(A)essay items.
(B)true-false items.
(C)short-answer items.
(D)multiple-choice items.

20
Guidelines for Writing MCQ

7. Ensure that the options are independent. Avoid overlapping options.

Eg: Semi-fermented tea leaves should not be brewed in water

of temperature higher than

(A) 70º C.
(B) 80º C.
(C) 90º C.
(D) 100º C.

What’s wrong with this item?

• There are more than one correct answer.

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Guidelines for Writing MCQ

8. Make all options grammatically consistent with the stem. This is to

prevent giving unintended clues to the students.
Eg: Motor in a V-belt is mounted on an adjustable base plate to

(A) secure the motor.

(B) align it to the load.
(C) increase its height.
(D) facilitating the loosening and tightening of the belt.

What’s wrong with this item?

• Unintended clue - different structure and length

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Summary of Guidelines

Stem

❑Should be based on learning objectives of the course, not trivial

information

❑Focus on a single problem or idea for each question

❑Construct stem in either question form or incomplete statement

❑Begin the stem with words such as “What”, “Why”, “Which ”, “How”,
etc

23
Summary of Guidelines

Stem

❑-For completion question, do not leave blanks at the

beginning and middle of the stem

❑Avoid using negatively-stated stem as far as

possible. If unavoidable, the negative word should
always be highlighted by underlining or capitalization

❑Avoid giving clues such as linking the stem to the

answer

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Summary of Guidelines

Options

❑Key should be written to ensure that it is always

correct

❑Distractors should be written in similar language and

detail to the key

❑All options should be grammatically consistent with

the stem

❑Ensure no “overlapping” of options

❑Avoid repetition of words in the options

25
Summary of Guidelines

Options
❑Arrange options in
▪ alphabetical order for single word
▪ chronological order for dates
▪ increasing value for quantitative value
❑shortest to longest for sentences
❑Avoid making the correct option longer than the
incorrect options
❑End options with a full stop for sentences
❑Avoid using the option such as “all of the above”
❑or “none of the above”

26
Summary of Guidelines
General guidelines

❑Use clear and concise words. Keep the vocabulary

consistent with the students’ level of understanding

❑Use words such as “BEST”, “MOST”, “Which ONE of” to

discriminate between alternatives

❑Use diagram to present information when necessary. It

should be placed above the question and type diagram title in
upper case

❑ is used to abbreviate diameter, unit should be placed

with a space after the number
27
Summary of Guidelines

General guidelines (cont’d)

❑Correct answer appears in each of the alternative

positions approximately an equal number of times, but in
random order

❑Items should not be expressed in second person eg,

“what would you do….”, it should be written as “What
should be done ….”

❑Where possible, avoid using gender specific terms such

as “he”, “she”, “manageress” etc. Substitute with plurals,
synonyms, etc

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Advantages of MCQ

❑ Versatility
MCQ can be used to measure ability to recall facts, reasoning, and
to exercise judgment
❑ Validity
More questions can be asked to test a broad range of course content
in a prescribed time
❑ Reliability
MCQ are less susceptible to guessing than T/F items, and therefore
produce more reliable scores
❑ Efficiency
MCQ can be more efficiently and reliably scored than essay questions

❑ Reusability
Good items can be stored in a test item bank and reused

29
Disadvantages of MCQ

❑ More difficult and time consuming to construct

than other types of test items

❑ Not easy to think of plausible distractors

❑ High degree of dependence on student’s reading

ability

❑ Cannot be used to measure student’s ability to organize

and present ideas

30
MCQ for Bloom’s Levels of Learning

MCQ

Evaluation +
Synthesis ++

Analysis ++
Application ++

Comprehension ++

Knowledge ++
+ = satisfactory for testing this level of learning
++ = most suitable for testing the particular level of learning
31
TRUE-FALSE QUESTIONS

32
True & False Questions

❑ Appropriate when there are only 2

possible alternatives
❑ Involve the selection of one of 2 alternatives

❑ Used mainly for testing knowledge of facts and

comprehension

Eg: Measure student’s ability to

▪ Distinguish between facts and opinions
▪ Identify cause-and-effect relationship

33
Writing True/False Question

1. Avoid using ambiguous words and statements.

Eg: “more”, “few”, “very little”, “lighter” etc, these words
may be interpreted differently by different people.

Poor item:
Most light emitting diodes consume very little power. T/F

Improved item:
Light emitting diodes consume lesser power as T/F
compared to transistors.

34
Writing True/False Question

2. Base true/false items on statements that are clearly

true or clearly false.

Poor item:
The motor is connected to 230 V supply. T/F

Improved item:
The single-phase motor is connected to 230 V T/F
supply.

35
Writing True/False Question

3. When writing for cause-and-effect relationship,

always make the first proposition in the statement
true, and 2nd part (reason or explanation) either
true or false.

Gravity has a stronger pull at the Earth's T/F

poles than it does at the equator. A
person who weighs 150lbs at the
equator, would weigh almost a pound
heavier if he stood at the North Pole.

36
Writing True/False Question

4. Avoid using NEGATIVE or DOUBLE NEGATIVE

statements as they are often overlooked by
students

5. Use simple and clear language.

Poor item:
Writing objectives does not precede development of T/F
curriculum.

Improved item:
Development of curriculum precedes writing objectives.

(An improved false statement without ‘not’)

37
Writing True/False Question

6. Avoid using sweeping broad general statement

and words: “usually”, “generally”, “should”,
“sometimes”, “may”, “always”, “never”, “none”,
“all” etc,

Students who score As always have above average IQ T/F

scores.

Note:
Qualifiers such as always, never and none tend to make the
statement “False” whereas qualifiers, eg usually and generally
tend to make the statement “True”

38
Guidelines for Writing T/F Question

❑ Rephrase all textual material or put it in a

new context to discourage rote memory.
❑ Avoid negative statements, especially
double negatives.

❑ Avoid making true statements consistently

longer than false statements.

❑ Avoid having a disproportionate number of

either true or false items.

39
Advantages of T/F Questions

❑ Good for students who are poor readers

❑ Adaptable to most content areas

❑ Can test larger amount of content in a given

time
❑ Suitable for testing beliefs in popular misconceptions

❑ Can be marked quickly, reliably and

objectively, marker need not be content expert

40
Disadvantages of T/F Questions

❑ 50% chance of getting the correct answer by

guessing (lower reliability of scores)

❑ More susceptible to ambiguity and misinterpretation

than any other selection-type item

❑ Students tend to develop a pattern of responding to

TRUE without really giving thought to the item

❑ Sometimes can be difficult to write good true/false

questions as some statements are not completely
true or completely false

41
True-False Questions
for Bloom’s Levels of Learning

True
MCQ
/False

Evaluation +
Synthesis ++

Analysis ++
Application ++

Comprehension ++ +

Knowledge ++ ++
+ = satisfactory for testing this level of learning
++ = most suitable for testing the particular level of learning
42
MATCHING TEST ITEMS
Matching Test Items

❑ A variation of MCQ, but easier and more

efficient to construct

❑ Use paired lists that require students to

correctly identify or “match,” the relationship
between the items.

❑ Most suitable for assessing knowledge and

comprehension such as matching the
relationships between states and capitals,
terms and definitions, tools and uses, and
events and dates.

44
Formats for Matching

❑ The traditional format

Eg: Match problems (premises) with answers (responses)

❑ The diagram format

Eg: Match names with the parts of an equipment

❑ The classification format

Eg: Classify homogeneous items according to
classification scheme

❑ The sequence format

Eg: Arrange steps/procedure in the correct sequence

45
Possible Relationships for Matching

• Terms Definitions

• Machine Uses

• Principles Illustrations

• Objects Names

• Parts Functions

• Materials Properties

46
Example of Matching Test Item

Match the characteristics of metals in column A with the correct metals

in column B. You may use a letter in column B once, more than once,
or not at all.
Column A Column B
( ) A reddish brown colour metal A Stainless steel
which is high conductor of
electricity. B Bronze

( ) Light in weight and used in C Aluminium

making aircraft bodies.
D Copper
( ) A ferrous metal which
withstands corrosion. E Silver

( ) It is a mixture mainly of two

metals one of which is tin. 47
Guidelines for Writing Matching Items

❑ Ensure matching consists of homogeneous items

❑ Put the problems on the left hand side (premises) and
the answers on the right hand side (responses)
❑ Limit number of matching items to 5 – 12 pairs
❑ To reduce chances of guessing, have unequal number
of premises and responses
❑ Arrange responses in some systematic order,
maintain grammatical consistency
❑ Check every response is a plausible answer to every
premise in a single matching exercise to minimize
guessing
48
Advantages & Disadvantages of Matching Items

Advantages:
• Test items require little reading time.

• Can be marked easily, marker need not be content expert

• More compact and efficient way to measure student’s

ability to identify the relationship between 2 things

Disadvantages:
• May encourage memorisation rather than association

• Difficult to get clusters of questions that are sufficiently

alike

• Not suitable for testing higher levels of learning

49
Matching Test Items
for Bloom’s Levels of Learning

True
MCQ Matching
/False

Evaluation +
Synthesis ++

Analysis ++
Application ++

Comprehension ++ + ++

Knowledge ++ ++ ++
+ = satisfactory for testing this level of learning
++ = most suitable for testing the particular level of learning
50
SHORT-ANSWER QUESTIONS
Short-Answer Questions (SAQ)

❑ The SAQ require the students to supply the

appropriate word, phrase, number, or symbol to
answer a question or complete a statement.

❑ Most suitable for measuring highly specific facts, eg

dates, names and places.

52
Formats for SAQ

• The question format

Eg: What is the phase displacement of a three-phase
winding?

• The completion format

Eg: Three-phase wound rotor induction motor is
also known as ______________

• The association format

Eg: Write the unit for each of the following electrical
quantities

Magnetic flux: ________

Inductance: _________
Flux density: _________
53
Guidelines for Writing SAQ

❑ For calculations, specify degree of precision

and units of expression expected in the answer

❑ Words that are to be omitted in a sentence must

be key or important word

❑ Word the item so that the required answer is

both brief and definite

❑ Avoid excessive blanks in a single item, place

the blank near end of sentence

❑ It is better to use direct question rather than

incomplete statement

54
Writing SAQ

❑ For calculation questions, the degree of precision

need to be specified.

If Jean borrows $6500 at 3% interest per annum for

5 years, what would be her monthly repayment
amount?

55
Writing SAQ

❑ Avoid having a blank at the beginning of the

sentence. Omission of too many words make
the sentence no longer clear.

Eg:
___________ can be obtained from power stations
and ___________.

Expected answer is:

Electrical energy can be obtained from power

stations and batteries.

56
Advantages of SAQ

❑ Useful in spelling and language tests, knowledge

of definitions, technical terms and formula.

❑ Can test understanding, application, computation and

problem-solving skills

❑ Suitable for measuring highly specific facts, such as

dates, names, places and vocabulary

❑ A valid measure because student supplies rather

than selects the answer

57
Disadvantages of SAQ

❑ Limited to questions that are answered by word,

phrase, symbol or number

❑ Excessive use may encourage rote memory and

poor study habits

❑ Marking may be tedious, inaccurate and subjective

❑ Markers need to be content expert, may lead to

bias in marking

58
Short Answer Questions
for Bloom’s Levels of Learning

True SA
MCQ Matching
/False completion

Evaluation +
Synthesis ++ +
Analysis ++ +
Application ++ ++
Comprehension ++ + ++ ++

Knowledge ++ ++ ++ ++
+ = satisfactory for testing this level of learning
++ = most suitable for testing the particular level of learning
59
ESSAY QUESTIONS
Essay Questions

❑ For essay questions, students are free to decide how

to approach the problem, what factual information to
use and how to organize their answers.

❑ Essay questions are therefore most useful for

measuring higher level learning outcomes, eg
student’s ability to organize, integrate and express
ideas.

❑ Essay questions are sub-divided into 2 major types:

▪ Extended response
▪ Restricted response

61
Types of Essay Question

▪ Extended Response

No restrictions on the student as to the points he can

discuss and organize his answer. It tests the student’s
ability in synthesis and evaluation. However, this
flexibility and freedom of choice can make the marking
unreliable.
Eg:
Discuss the importance of banking and finance sector to the
development of the Singapore economy.

(Your answer should not exceed 2 pages. It will be evaluated on

its organization, comprehensiveness, relevance and clarity.)

62
Types of Essay Question

▪ Restricted Response

Limits the student in the form and scope of his answer because
he is told specifically the context that his answer is to take.

Eg:
Describe the construction of an electric bell based on the
following outline:

A.Make a labeled sketch of a 4.5V electric bell circuit fed from a

230V supply.
B.Describe the operation of the bell circuit.
C.State which parts of the system must be earthed.

63
Guidelines on Setting Essay Question

❑ Ensure that questions are clear in their demands. Vaguely

worded or too general questions may leave students uncertain
of what is asked for.

❑ Set questions which relate to the objectives of the topic and

address what is important in the subject area.

❑ Ensure that questions are at an appropriate level of difficulty.

❑ Questions should invite demonstration of higher-level

processes (e.g. analysis, synthesis, evaluation) and
encourage discussion and independent views and expression.

❑ Formulate questions so that the answers to each question are

independent of one another

64
Guidelines on Setting Essay Q

❑ Indicate value of each question (marks) and time to be spent

in answering it.

❑ Decide the factors that will be considered in evaluating an

essay answer, indicate clearly in the instructions given

❑ Avoid optional questions – difficult to construct questions of

equal difficulty

❑ Use relatively large number of questions requiring brief

answers rather than just a few questions involving long
answers

❑ Do not start essay questions with words like “List”, “Who”

and “What”

65
Advantages of Essay Question

❑ Relatively easier to prepare than an objective

test

❑ Only way to assess student’s ability to compose

an answer and present it in writing

❑ Provide a measure of complex learning outcomes

❑ Test student’s ability to supply rather than to

select the correct answer

66
Disadvantages of Essay Question

❑ Can only test limited number of topics covered in

course content

❑ Student’s score depends highly on marker,

rather than quality of written answer

❑ Question has to be very clear and concise to elicit the

correct answer

❑ Time consuming to read and mark

❑ Marker has to be content expert

67
Essay Questions
for Bloom’s Levels of Learning

True SA
MCQ Matching Essay
/False completion

Evaluation + ++
Synthesis ++ + ++
Analysis ++ + ++
Application ++ ++ ++
Comprehension ++ + ++ ++ +

Knowledge ++ ++ ++ ++
+ = satisfactory for testing this level of learning
++ = most suitable for testing the particular level of learning
68
CHECKLIST FOR MODERATING
MCQ
Check for Relevance:

❑ Are the question items set according to the Table

of Specifications?

❑ Is the taxonomic level of each item correct?

❑ Is the language used appropriate for the level of

candidates?

70
Check the stem and key:

❑ Does the stem present a single question or

problem?

❑ Is the stem clearly and simply worded?

❑ Is the stem stated in positive form, wherever

possible?

❑ If negative wording is used in the stem, is it

emphasized?

❑ Is the key correct or clearly best?

71
Check the stem and options:

❑ Is all the information in the stem necessary?

❑ Does each option follow grammatically from the

stem?

❑ Are the distractors plausible and attractive to the

uninformed?

❑ Are all the distractors wrong?

72
Check the stem and options:

❑ Do any of the options overlap?

❑ Do any of the options give clues to the key?

❑ Are the options arranged in an appropriate

order?

73
Check the stem and options:

❑ Are the terms, symbols or abbreviations used in

the item familiar to the students?

❑ Are diagrams used where appropriate?

❑ Are the diagrams accurate and clear?

❑ Does the item’s wording avoid the use of role

stereotypes?

74
Overall check:

❑ Are there sufficient instructions given for the

students to respond as intended?

❑ Is the duration of the paper sufficient and not

excessive?

❑ Are the marks to be awarded for each question

indicated?

75
Overall check:

❑ Are the questions arranged in order of topics?

❑ Are the questions free from race, culture and

gender bias?

❑ Is there only one answer to each question?

76
CHECKLIST FOR MODERATING
NON-MCQ
Check the Content & Presentation

❑ Is the question clearly and simply worded?

❑ Is the question sufficiently structured to enable

the student to know the length and type of
answer expected?

❑ Is enough information given to enable the

student to answer the question?

❑ Does one question give a clue to the answer for

another question?

78
Check the Content & Presentation

❑Are all choice questions of equal difficulty?

❑Does any question or part of a question depend

on the correct answer to another question?

❑Is there sufficient time for the amount of work

expected from a student?

❑Are the marks to be awarded clearly indicated?

79
Check Marking Scheme

❑ Is the answer technically accurate?

❑ Is the answer content a suitable outline answer to

the question set?

❑ Is the mark allocation a true reflection of the amount

and significance of work involved?

❑ For numerical questions, are the method complete

and the solution accurate?

80
GUIDELINES FOR MARKING &
GRADING AN ESSAY TEST
Marking and Grading Essay Test

❑ Prepare model answer and marking scheme in

advance. These are used as the scoring key.

❑ Check scoring key against actual answers.

❑ Be consistent in your marking. (Do sample check

on first few papers marked to ensure the
standards are being applied consistently.)

❑ Randomly shuffle the papers before marking them.

82
Marking and Grading Essay Test

❑ Mark all the answers to one question before going

to the next question.

❑ Mark all the answers to a particular question

without interruption.

❑ Mark the papers without looking at the student’s

name.

❑ Decide on provisions for handling factors which

are not relevant to the learning outcomes being
measured (eg: grammar, spelling, legibility, etc).

83
Marking and Grading Essay Test

❑ If possible, have 2 independent markers for

the test, and use the average as the final
score.

❑ Provide comments and correct errors.

❑ Set reasonable standards, do not be too strict

or too lenient in marking.

84
Biases Affecting Marking of Essay Answers

Some of the common biases are:

❑Halo effect

❑Item to item carry-over effect

❑Test to test carry-over effect

❑Order effect

❑Language mechanics (eg spelling and grammar)

85
END