Framing MCQ based on Blooms Taxonomy Theory

Framing Multiple Choice Questions based on Blooms Taxonomy rules.

1. Framing Multiple-Choice Questions
based on
Bloom’s Taxonomy

2. Level Cognitive Ability Assessed
Knowledge To recall verbatim specific information such as an event, a
definition, a concept, a rule, a principle, a process, etc. All that is
required is the remembering of previously learned material.
E.g. A test is considered valid when it
(A)measures what it is supposed to measure
(B)produces consistent results over different occasions
(C)discriminates good students from poor students
Note: Simple recall of the concept of test validity is required.
Students are not required to paraphrase, interpret , provide
examples or translate the concept into another form. The
three statements (options) are common textbook knowledge
that refers to characteristics of certain assessment
concepts.

3. Comprehension To demonstrate one’s understanding of concepts, principles,
rules, or any specific information, the statements of which are not
taken verbatim from textbooks. It may involve paraphrasing,
interpreting (explaining or summarizing), providing examples and
translating material from one form to another.
E.g. Which of the following is an example of a valid test?
(A)A cloze test is used to assess students’ composing skills.
(B)An essay test is used to assess students’ reasoning abilities.
(C)An objective test is used to assess students’ practical
knowledge.
Note: Students are required to demonstrate their understanding
by identifying an example of the concept (i.e. a valid test) .
All the examples are presented in real-life contexts or
situations.

4. Application To use previously acquired knowledge in new and novel situations.
This includes the application of such things as rules,
methods/procedures, concepts, principles, laws and theories. It
may involve using the acquired knowledge to solve a problem or
perform another task.
E.g. In an English test using multiple-choice items taken by a
class of 40 students, one item was answered wrongly by 35
students.
What is the difficulty index of the item?
(A)0.13
(B)0.14
(C)0.88
Note: Students are required to apply the formula learned to
calculate the difficulty index.

5. Analysis To break down a complex concept into its basic parts in a manner
that illustrates the relationship of the parts to the whole. It
involves breaking down information into parts and reasoning
with that information such as recognizing unstated assumptions,
identifying patterns and relationships, and making comparison
and contrast, etc.
E.g. Which of the following differences between norm-referenced
assessment and criterion-referenced assessment is
CORRECT?
Note: Students are required to break down the concepts of norm-
referenced and criterion-referenced assessment into their
respective characteristics to reason out the differences .
Norm-referenced Criterion-referenced
(A) Questions from simple
to difficult
Questions ofsimilar
difficulty
(B) Specific content
coverage
Wide content coverage
(C) Comparison of students’
performance against
predetermined
standards
Comparison of students’
performance against one
another

6. Synthesis To put parts together to form a new whole that is original. It may
involve the synthesis of information/ideas to form a conclusion
such as recognizing the main theme of a discourse , the
identification of relationships and creation of something such as a
process, procedure, design, etc
E.g. Given below the steps involved in constructing an
achievement test.
I Determine the appropriate item types
II Identify the intended learning outcomes
III Prepare a relevant table of specifications
IV Decide on the duration of the test
Which of the following is the CORRECT sequence of constructing the
achievement test?
(A)I, II, IV, III.
(B)II, I, III, IV.
(C)II, IV, III, I.
Note: Students are required to organisethe different steps to form
a correct procedure to accomplish a particular goal (i.e.
constructing an achievement test)

7. Evaluation To make judgments regarding the quality, value, or worth of
something for a stated purpose. It may involve making judgments
about the most effective method, procedure, solution, etc ,
evaluating alternatives and providing justification. The judgments
are to be based on definite criteria. The kind of evaluation is not a
personal preference, but a reasoned evaluation that is supported
with evidence and logic.
E.g.
The MOST likely outcome of the test in terms of its quality as an
assessment tool is that it would be
(A)valid and reliable.
(B)valid but not reliable.
(C)reliable but not valid
Notes: Students are required to appraise the value of an assessment
method for an intended purpose, (i.e.to assess interactive
speaking skills).
Ms Lee, an English teacher, has decided to administer a
paper and pencil test consisting of multiple-choice items to
assess the interactive speaking skills of her students. She
has taken care to ensure that the items constructed fulfil
the criteria of best practices.