Evaluating Cognitive Level of Final Semester Examination Questions Based on Bloom’s Revised Taxonomy

Abstract

This paper addresses the question of how cognitive levels covering high, middle, and low order thinking skills are delineated in the questions seen from Bloom’s revised taxonomic framework and stimulus. To answer this question, the final-term examination questions from five faculty courses were analyzed through document analysis. The documented examination questions are categorized and reviewed based on cognitive levels referring to revised Bloom’s taxonomy. The questions are also construed based on the stimulus in each question. The results report that the cognitive level of tests is not wholly based on higher-order thinking skills. Of the five courses, only one follows the higher-order thinking skills-based question-writing system, and none of the items refers to middle-order thinking skills. Thus, the cognitive level on the test instruments has not led to an increase in thinking skills or is still at a low level of thinking.

An Analysis of Psychomotor Assessment Levels Based on Anderson and Krathwohl's Taxonomy in Integrated Thematic Books

“…In addition, textbooks have a crucial role in learning activities, but every teacher has a different technique of teaching (Alim et al, 2022). Therefore, teachers need to consider students' needs in designing assessments (Ginting, Hasnah, Hasibuan, & Batubara, 2021). Specifically, psychomotor assessment needs to be adjusted to the characteristics of students according to their age because the psychomotor aspect is constantly related and cooperates with other developmental aspects in doing something (Sofia & Fatmawati, 2016).…”

Evaluation of the Implementation of Assessment in Higher Order Thinking Skills Oriented Learning 2013 Curriculum in Elementary Schools

“…High Order Thinking Skills (HOTS) are the ability to think at a higher level that needs more complicated thinking activities and the ability to find answers or solutions to numerous things in order for the thinking process to solve an issue ( Budsankom et al, 2015). In the context of learning, the purpose of HOTS as a critical thinking process is to develop pupils who can think rationally (reasonably), reflectively, and autonomously (Ginting et al, 2021). Meaningful learning, one of which is that pupils are able to think at higher levels, particularly in terms of problem-solving, as a result of diverse learning activities (Deviana & Kusumaningtyas, 2019).…”