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Related Experiment Videos

Is Bloom's Taxonomy reflected in the response pattern to MCQ items?

G J Huxham, N Naeraa

    Medical Education
    |January 1, 1980
    PubMed
    Summary

    This study examined how classifying multiple-choice questions (MCQs) by taxonomy impacts student behavior in physiology exams. Results show distinct student behaviors associated with recall, interpretation, and problem-solving question types.

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    Area of Science:

    • Medical Education
    • Physiology Assessment

    Background:

    • Understanding student behavior in assessments is crucial for effective pedagogy.
    • Taxonomic classification of questions may reveal different cognitive processes.

    Purpose of the Study:

    • To determine if the taxonomic classification of multiple-choice questions (MCQs) correlates with distinct student behaviors.
    • To investigate cognitive differences reflected in student responses to physiology MCQs.

    Main Methods:

    • Utilized data from 153 candidates' responses to 60 MCQs in an open-book physiology exam.
    • Applied factor analysis to student scores, grouping items by taxonomy and content.
    • Examined individual item scores and grouped item scores.

    Main Results:

    • Analysis of individual item scores yielded limited insights.
    • Factor analysis of item groups identified three primary factors.
    • These factors predominantly loaded with recall/look-up, interpretation, and problem-solving items, respectively.

    Conclusions:

    • Taxonomic classification of MCQs can differentiate student behavior in physiology assessments.
    • Cognitive demands of questions (recall vs. interpretation vs. problem-solving) are reflected in student performance patterns.

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