21. General Steps in Test Construction OUTLINE DRAFT ORDER TEST ANALYZE SUBMISSION PRODUCE A T.O.S.
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27. Examples of Student Activities and Verbs for Bloom’s Cognitive Levels Table 2.1 in Jacobs & Chase (1992:19) Apply, solve, show, make use of, modify, demonstrate, compute Using a concept or principle to solve a problem Application Explain, predict, interpret, infer, summarize, convert, translate, account for, give example, paraphrase Explaining/interpreting the meaning of material Comprehension Define, list, state, identify, label, name, who?, when?, where?, what? Remembering facts, terms, concepts, definitions, principles Knowledge Words to Use in Item Stem Student Activity Bloom’s Cognitive Level
28. Examples of Student Activities and Verbs for Bloom’s Cognitive Levels Table 2.1 in Jacobs & Chase (1992:19) Appraise, evaluate, justify, judge, which would be better? Making a judgment based on a pre-established set of criteria Evaluation Design, construct, develop, formulate, imagine, create, change, write a poem or short story Producing something new or original from component parts Synthesis Differentiate, compare/contrast, distinguish ____from ____, how does ____relate to ___, why does ____work Breaking material down into its component parts to see interrelationships/ hierarchy of ideas Analysis Words to Use in Item Stem Student Activity Bloom’s Cognitive Level
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31. DRAFT the questions covering the content in the outline Back to Main Menu
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