Incorporation of Bloom’s Taxonomy into Multiple-Choice Examination Questions for a Pharmacotherapeutics Course

Abstract

Objective. To incorporate Bloom's taxonomy into multiple-choice examination questions in a pharmacotherapeutics course and assess its effectiveness in detecting areas of improvement in learning. Design. Bloom's taxonomy was incorporated into examination questions through a multi-step process: Sample questions representing each learning domain within Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation) were introduced to students during lecture presentations and discussions. Quiz and examination containing questions categorized according to Bloom's taxonomy were administered to students. During review sessions following each quiz or examination, the categorization of each question was provided to students and feedback from students was gathered. Assessment. The effect of the 5 types of test questions on the correct response fraction and discrimination index was determined after combining synthesis and evaluation. Correct response fractions for knowledge, comprehension, and application questions were significantly higher than those for analysis and synthesis/evaluation questions (p,0.05). However, discrimination index for application and synthesis/ evaluation questions were significantly higher than those for knowledge and comprehension questions (p,0.05). In interviews with students who had requested learning assistance, the majority realized the importance of critical-thinking skills in the learning process. Conclusion. Well-designed multiple-choice questions incorporating different learning domains of Bloom's taxonomy may be a potential method of assessing critical-thinking skills in large classes of students.

Developing a System for Recognition of Work-Related Skills and Learning Outcomes

“…Based on trainers' experience to elaborate tests and considering the facilities provided by the Moodle platform, the multiple choice questions have been selected as appropriate. Guidelines and recommendation for the construction of multiple choice questions (Clay, 2001;Kim, Patel, Uchizono, & Beck, 2012), have been taken into account for the elaboration of intermediate and final tests. The summative assessment allows self-evaluation of the level of knowledge at the end of each unit.…”

Aprendizagem Ativa na Educação em Saúde: Percurso Histórico e Aplicações

“…Este método taxonômico pode ser muito útil nos processos de verificação de conhecimento 28 . Em relação às dimensões, entende-se que conhecimento processual corresponde à capacidade para completar uma tarefa, executar métodos de pesquisa e critérios para o uso de habilidades, algoritmos, técnicas e métodos.…”

Web 2.0 tools: benefits, detriments, and usage for effective pedagogy

“…2 Web 2.0 technologies encourage deeper-level learning because they offer rich-text learning venues in which collaboration, independent thought and creation, and asynchronous work sharing flourish. 5 Synthesizing new knowledge is what creates long-term memory of information. 4 Promoting these cognitive activities also encourages the highest levels of student learning, such as synthesis of various types of information.…”