Student-authored physics questions mostly require application or analysis, with under 5% at the lowest recall level¶

Claim · All claims
Evidence · 1 study · design r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Physics 1A repositories for both years, less than 5% of questions fell in the lowest taxonomy category and the majority required application or analysis. → Bates 2013

Evidence¶

Bates 2013¶

Bates, S. P., Galloway, R. K., Riise, J., and Homer, D. (2013). Assessing the quality of a student-generated question repository. https://arxiv.org/abs/1308.2202 doi:10.48550/arxiv.1308.2202

q3 · i? · the article prints category percentages, no effect size · design · r2

Categorization of sampled Physics 1A questions (N=150 in 2010, N=200 in 2011) onto Anderson and Krathwohl's revised Bloom taxonomy levels, shown in Figure 1. The article reports "less than 5% for both years" in the lowest category and a majority requiring application or analysis. No effect size is printed.

"For both years, there is only a small proportion of questions in the lowest taxonomy category (less than 5% for both years) and the majority of student questions are categorized as those requiring application or analysis"

Discussion¶

Related Claims¶

• University examination questions concentrate at the lower cognitive levels of Bloom's Taxonomy, dominated by comprehension and knowledge — reports the opposite
• Students answer lower-taxonomy-category questions more frequently, but only by a factor of about 2 — related
• 75% of student-authored physics questions met combined high-quality criteria (clear, correct, plausible distractors, above recall, adequate explanation) — related
• Question cognitive-level distributions differed significantly between years for Physics 1B but not Physics 1A — related
• Adult teachers' questions concentrate at low Bloom's levels, and cooperative learning's dialogue and questioning support critical thinking across Bloom's taxonomy — related
• Collected exam questions required no cognitive processes above apply and no originality in analysis or high-level interdependence — reports the opposite