Table 3.4 Correspondence Between the Evaluation Instruments and
Bloom’s Taxonomic Levels (Cognitive Domain)
|
Evaluation Instruments |
Objectives Taxonomic Levels |
|||||
|
1 |
2 |
3 |
4 |
5 |
6 |
|
|
TESTS Written test composition short answer multiple choice true or false sentence completion Oral tests |
x x x x |
x x x x |
x x |
x x |
x x |
x x |
|
ASSIGNMENTS Theoretical work thematic research informative summary critical summary bibliography literature review paper case study essay Practical work project laboratory session presentation training report |
|
|
x |
x x x x x x x x x x |
x x x x x x x x x x x x |
x x x x x x x |
|
EXERCISES Homework Guided exercise |
|
x x |
x x |
x x |
|
|
1. Knowledge 3. Application 5. Synthesis
2. Comprehension 4. Analysis 6. Evaluation
From: Richard Prégent, Charting Your Course: How to Prepare to Teach More Effectively, Madison, WI, Magna Publications, 1994