Some types of online tests can be automatically graded, reducing your marking time and allowing you to conduct more regular assessment in your course. In addition, it allows you to use a variety of assessment methods. Depending on how you choose to incorporate online assessments in your overall assessment strategy, online assessment can lead to more prepared students and it can help your students to understand the module content better. Online assessment can be used particularly effectively in formative assessment.
Bloom’s taxonomy is a helpful resource to determine and classify the difficulty-level of your questions.
Description of different levels of Bloom’s
|Remember||· Remembering previously learned material (ONLY remembering is enough)
· Lowest level of learning
· Listing learned information
· Remembering terms, methods, facts, concepts, specific items of information
|Understand||• Ability to grasp the meaning of material
• Communicating an idea
• Explaining ideas
• Summarizing material
· Understanding facts and principles
|Apply||• Applying concepts and principles to new situations
• Applying laws and theories to practical situations
• Demonstrating correct usage of a method or procedure
• Applying rules, methods, concepts, principles, laws, theories
• • Requires higher level of understanding than comprehension
|Analyze||• Breaking material down into component parts
• Understanding the organizational structure
• Analysis of relationships between parts
• Recognition of organizational principles involved
• Understanding both the content and structural form
• • Analyzing the elements
|Evaluate||• Ability to judge the value of material
• Use of definite criteria for judgments
• Value judgments based on clearly defined criteria
|Create||• Putting parts together in a new whole
• Formulating new patterns or structures
• Abstract relationships
• Communicating an idea in a unique way
• Proposing a new set of operations
• Creating new or original things
• • Take things and pattern them in a new way
Examples of multiple choice questions on different levels of Bloom’s
|Example question||Bloom’s level||Explanation|
|Which of the following is one of the major approaches to psychology?
d) New Age Movement
|Remember||Students would only have to remember the major approaches to psychology and that psychoanalysis is one of them.|
|Which one of the following describes what takes place in the so-called PREPARATION stage of the creative process, as applied to the solution of a particular problem?
a) The problem is identified and defined.
b) All available information about the problem is collected.
c) An attempt is made to see if the proposed solution to the problem is acceptable.
d) The person goes through some experience leading to a general idea of how the problem can be solved.
e) The person sets the problem aside, and gets involved with some other unrelated activity.
|Understand||This question is on an understand level if the descriptions in options a to e are slightly different than the descriptions students received in their class notes or text books. If the descriptions are a summary/ using different wording students would need to understand what happens in the preparation stage to select the correct answer. If the descriptions are exactly the same as in their class slides or textbooks, however, this would be a remember question.|
|Sally is newly appointed in a managerial role. She has noticed that two of her subordinates, Lisa and Joan, do not get along. Lisa and Joan need to work as part of a larger team, and the conflict between them causes stress for the rest of the team. Because of the conflict between Lisa and Joan they are often abrupt and unclear when they communicate in writing with each other which often leads to misunderstandings. Sally sends both Joan and Lisa for a training course in how to professionally communicate via email in order to solve the problem.
Which of the following problem solving steps did Sally skip in her attempt to find a solution to the problem?
a) Evaluate and learn
b) Define the problem
c) Select the best solution
|Apply||The problem solving steps need to be applied to the scenario provided.|
|The Swift Fox is a small mammal (about the size of a cat) that once lived throughout the prairie grasslands of central Canada. However, due to a number of factors including hunting, it had completely disappeared from Canada by the late 1970s. In an attempt to restore this species, foxes from American populations have been released in Canada. However, the number of Swift Foxes in Canada still remains low. Which factor is most likely NOT contributing to this?
a) Much of the fox’s original grassland habitat has been replaced with agriculture, which has reduced the quality and quantity of habitat for the foxes and the availability of suitable prey.
b) The foxes released in early reintroductions did not survive well, likely due to a lack of knowledge of sources of food and den locations, or because the American foxes were not adapted to the longer Canadian winters.
c) Coyotes, which are increasing in numbers, are feeding on the foxes, or competing with the foxes for available resources.
d) Swift foxes are still being trapped for their pelts (fur), as they have been since the early 1800s.
e) Swift foxes may have been the unintended victim of trapping and poisoning campaigns directed at other mammals, such as coyotes, wolves, and ground squirrels.
|Analyze||The student is required to analyse each of the provided options in relation to the scenario and decide on the factor that is least likely to contribute to the problem. An argument can also be made that this question is on an ‘evaluate’ level.|