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- by VickyRN Jan 26, '04Any information for this novice educator on Bloom's Taxonomy? I would like to learn more about this and how to apply this to writing critical-thinking test questions (most of my questions have been knowledge questions and I want to improve). Any suggestions, ideas, explanations would be most welcome.
- Jan 28, '04 by barb4575Vicky,
We studied Bloom's Taxonomy in grad school and I wanted to review it and found this website. Check out the Cognitive Learning domain table with the simplest to the most complex...sometimes, the level of the student or the material will require knowledge testing, but analysis, synthesis and evaluation are preferred with testing critical thinking. If you organize your objectives this way it will also help when you test. When I ask questions in class, I will inform them what level they had just answered the question at i.e. analysis level....I don't do it all the time or it would bring them to boredom, but occasionally I do.
Hope this helps you,
- Jan 28, '04 by NRSKarenRNAnother website added and new info learned today...thanks!
- Jan 28, '04 by gwenithThe key to writing an appropriate objective or question is in the verb you use i.e. list the signs of myocardial infarction will get straight knowledge/recall whereas compare and contrast the signs of myocardial infarction to the signs of pericarditis - is a much much hard question operating at the level of analysis. The one that people get tripped on is evaluation - the "highest" cognitive level. This is actually a very difficult level to test without falling into "yes"/no answers.
This site gives a list of verbs for eash level. I found them invaluable when writing questions for exam papers.
- Jan 28, '04 by VickyRNThank you so very much!
- Jan 28, '04 by NRSKarenRNWish I had known about this stuff when on Chapter one of HHA handbook i'm editing---now on 23 of 27!!!! Could have used help with test question verbs.
Tucking this away for next book.