Collected exam questions required no cognitive processes above apply and no originality in analysis or high-level interdependence¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? None of the collected physics and calculus exam questions required the analyze, evaluate, or create cognitive processes, nor the last levels of depth of analysis or interdependence. → Zakani 2019

Evidence¶

Zakani 2019¶

Zakani, S., Kaupp, J., Turner, R. D., & Frank, B. (2019). Analyzing implicit science and math outcomes in engineering and technology programs. The Canadian Journal for the Scholarship of Teaching and Learning, 10(1). https://doi.org/10.5206/cjsotl-rcacea.2019.1.7994

q2 · i? · associational · r1

Content-specialist coding of all 319 calculus and 205 physics exam questions on the first four framework dimensions found no questions at the highest levels. The article notes this is "consistent with the findings of a previous study on post-secondary calculus in the United States" (Tallman et al.).

"Of the material collected we did not find any questions that would require the last three levels of cognitive process (analyze, evaluate, or create), or the last levels in depth of analysis or interdependence, which are consistent with the findings of a previous study on post-secondary calculus in the United States"

Discussion¶

Related Claims¶

• University examination questions concentrate at the lower cognitive levels of Bloom's Taxonomy, dominated by comprehension and knowledge — the general claim this finding bears on, with the studies behind it
• Engineering physics exam questions demand more approach selection or synthesis while Technology questions often prescribe a specific approach — related
• Technology programs examine discipline-related physics topics at higher cognitive levels within a disciplinary context — related
• Variation among Engineering programs is as large as variation between Engineering and Technology programs — related
• No significant differences between Engineering and Technology exam questions in novelty and level of communication — related
• Student-authored physics questions mostly require application or analysis, with under 5% at the lowest recall level — reports the opposite