Example of Bloom‟s Taxonomy Pattern with One,Two Tier MCQ

Example of Bloom‟s Taxonomy (BT) Pattern and Example of one tier and two tier multiple choice types question answers.

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Some entrance exam in India are based on Bloom‟s Taxonomy Pattern. They  examine  the   subject  knowledge ability, comprehension ability and critical analysis ability. The questions are one tier and two tier multiple choice types.



Example of Bloom’s  Taxonomy MCQs

Bloom’s  Taxonomy – Knowledge Ability questions

Outcome: Identifies the meaning of a term.

Question 1 : Reliability is the same as:

  • (A) Consistency.
  • (B) Relevancy.
  • (C) Representativeness.
  • (D) Usefulness.

 

In the area of Physical Science,

Question 2: Which one of the following definitions

describes the term “polarization”?

  • (A) The separation of electric charges by friction.
  • (B) The     ionization     of     atoms     by     high temperatures.
  • (C) The  interference  of  sound  waves  in  a  closed chamber.
  • (D) The excitation of electrons by high frequency light.

 

Outcome: Identifies the order of events.

Question 3: What is the first step in constructing an achievement test?

  • (A) Decide on test length.
  • (B) Identify the intended learning outcomes.
  • (C) Prepare a table of specifications.
  • (D) Select the tem types to use.

 

Bloom‟s Taxonomy : Comprehension Ability questions

Outcome: Identifies an example of a term.

Question 1: Which  one of the following statements contains a specific determiner?

  • (A) America is a continent.
  • (B) America was discovered in 1492.
  • (C) America has some big industries.
  • (D) America„s population is increasing.

 

Outcome: Interprets the meaning of an idea.

Question 5: The statement that “test reliability is a necessary but not sufficient condition of test validity” means that:

  • (A) a reliable test will have a certain degree of validity.
  • (B) a  valid  test  will  have  a  certain degree  of reliability.
  • (C) a reliable test may be completely invalid
  • (D) a valid test completely unreliable.

Blooms Taxonomy Application Ability questions

Outcome:  Distinguishes  between  properly  and improperly stated outcomes

Question 1: Which one of the following learning outcomes is properly stated in terms of student performance?

  • (A) Develops an appreciation of the importance of testing.
  • (B) Writes appropriate test questions.
  • (C) Realizes the importance of validity.
  • (D) Understands the concepts.

 

Outcome: Tests for the application of previously acquired  knowledge  (the  various  memory systems).

Question 2: Which one of the following memory systems does a piano-tuner mainly use in his occupation?

  • (A) Echoic memory
  • (B) Short-term memory
  • (C) Long-term memory
  • (D) Mono-auditory memory

Blooms Taxonomy Analysis questions

Outcome: Recognizes unstated assumptions.

Question 1: Which one of the following unstated assumptions is this teacher making?

  • (A) Students go to school to learn.
  • (B) Teachers use essay tests primarily.
  • (C) Tests make no contribution to learning.
  • (D) Tests do not indicate a student‟s absolute level of learning.

Outcome:  Identifies  the   meaning  of   specific testing instruments.

Question 2: Which one of the following types of test is this teacher primarily talking about?

  • (A) Diagnostic test.
  • (B) Formative test.
  • (C) Pretest.
  • (D) Summative test.

One & Two tier MCQs Question Answers

  •    Two-Tier  MCQs  are  similar  in  format  to traditional MCQs but  as  the  name  suggests, they contain a second tier of questioning associated with the main question.
  •     The aim of the second tier is to promote higher thinking and reasoning skills among students.
  •     The first tier of the question usually pertains to a   knowledge   statement   while   the   second element of the question facilitates the testing of the students learning beyond recall and into the higher levels of think.
  •      Two-Tier   MCQs   increase   the   validity   of MCQs.

Example of Two Tier MCQ 1

Question:   Why   did   the   solution   finally   become colorless?

  • (A) Copper has formed a precipitate.
  • (B) Zinc is more reactive than copper (II) sulfate.
  • (C)  The copper (II) sulfate has completely reacted.
  • (D)  Zinc has dissolved, just like sugar dissolves in water.

The reason for the answer is:

  • 1. Zinc ions are soluble in water.
  • 2. Zinc loses electrons more readily than copper.
  • 3. Soluble, blue Cu2+ ions have formed insoluble, reddish-brown copper atoms.
  • 4. In aqueous solution Cu2+ ions produce a blue solution, while Zn2+ ions produce a colorless solution.

 

Example of Two Tier MCQ 2

Four oranges are squeezed to make six glasses of juice. How much juice can be made from six oranges? (Assume that all the oranges are the same size.)

  • (A) 7 glasses
  • (B) 8 glasses
  • (C) 9 glasses
  • (D) 10 glasses

The reason for the answer is:

  • 1. The number of glasses compared to the number of oranges will always be in the ratio 3-
  • 2. With more oranges, the differences will be less.
  • 3. The difference in the number will always be two.
  • 4. With four oranges the difference was 2. With six oranges the difference would be two more .
  • 5. There is no way to predicting.

 

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