University examination questions concentrate at the lower cognitive levels of Bloom's Taxonomy, dominated by comprehension and knowledge¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change

Subclaims¶

q2 i? In an analysis of 357 examination questions, comprehension-level questions were most frequent (40.9%) followed by knowledge-level questions (33.1%), indicating assessment focused on lower levels of learning. → Anees 2017

Evidence¶

Anees 2017¶

Anees, S. (2017). Analysis of Assessment Levels of Students’ Learning according to Cognitive Domain of Bloom’s Taxonomy. https://eric.ed.gov/?id=ED586762

q2 · i? · associational · r1

Manual content analysis of 115 question papers from University of Agriculture Faisalabad teachers, with questions categorized by an expert committee using Bloom's Taxonomy keywords; frequencies and percentages computed per level. The analysis found "comprehension level (40.90%)" most common, then knowledge (33.05%) and analysis (17.37%).

"Data in Table 1 revealed that the most of the questions in papers were of comprehension level (40.90%) followed By knowledge level (33.05%) and an alysis level (17.37%)."

Studies bearing on this claim¶

At what cognitive level do end-point exam questions sit, and how do learners score across those levels? This table gathers the studies behind this claim and the 2 narrower claims that bear on it: 3 distinct studies (2 associational, 1 causal), q2–q3, 0 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Question-level emphasis varied by academic designation, with professors omitting synthesis and lecturers omitting evaluation entirely — a narrower finding that bears on this claim
• Higher-order questions (synthesis and evaluation) were rarely present in the examined question papers — a narrower finding that bears on this claim
• Adult teachers' questions concentrate at low Bloom's levels, and cooperative learning's dialogue and questioning support critical thinking across Bloom's taxonomy — related
• Student-authored physics questions mostly require application or analysis, with under 5% at the lowest recall level — related: a different population (questions written by physics students for a peer repository, not teachers' examination papers), so it does not contradict this claim
• Pre-service teachers' self-efficacy and instructional-planning levels were relatively high, but Bloom taxonomy classification was low — related
• Analysis of 52 higher-education assessment plans found outcome-based orientation dominant, with dynamic elements subsumed under summative scoring — related
• A 50-disposable-account staging rehearsal produced 56 evidence rows, with 46 (82.1%) assigned to higher-order Bloom categories — related
• Student-agent interaction produced far more help-seeking but a non-uniform cognitive distribution dominated by lower-order engagement (54.52%), unlike the balanced distribution of student-instructor interaction — related
• Collected exam questions required no cognitive processes above apply and no originality in analysis or high-level interdependence — possibly the same claim (merge candidate)
• Students perform better overall on LOCS exam questions than on HOCS exam questions — related
• Students answer lower-taxonomy-category questions more frequently, but only by a factor of about 2 — related