Questions and Problems in Science. Test Item Folio No. 1

An analysis of teacher‐made science test items in light of the taxonomic objectives of education

“…The difficulty with such a technique is that the coefficient of agreement among judges on classifying a particular item into a particular category is likely to be low. This in fact was reported in a number of studies by Dressel [6], Scannel and Stellwagen [7] , Lessinger [8] , and Klinchmann [ l o ] . Bloom I l l ] acknowledged this difficulty in his statement that it is not always possible to know whether a student responded to a particular item using a high-level cognitive process (e.g., analysis) or by using the relatively low-level process of knowledge recall.…”

Bloom's Six Cognitive Levels Represent Two Levels of Performance

“…The construction of the taxonomic tasks followed the general procedure used by Kunen et al (1981), with the specific detail of these science based questions obtained in part from the examples given by Dressel & Nelson (1956). A sample of 18 questions, three from each of the six levels, were rated by each of a panel of 10 experts.…”