Teachers should check question levels with software after writing papers and be trained in preparing higher-order questions¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that after making question papers, teachers verify the cognitive-level balance of their questions and that institutions improve paper-making criteria. It states "teachers should use different software to find out their levels of questions after making question papers, to make a balanced question paper which evaluate the whole performance of students", and suggests young teachers be trained in preparing high-order questions. The university should provide good questions' criteria and improve student-teacher interaction.

Design Implications¶

Context¶

Requirements¶

• Institutional support for question-criteria standards and teacher training in higher-order question preparation

Constraints¶

• The article notes the study did not examine teacher-student interaction, so its impact claim rests on the authors' interpretation rather than measurement

Target Learners¶

• university teachers preparing examinations

Target Learning Goals¶

• balanced assessment covering all cognitive levels of Bloom's Taxonomy

Affordances¶

• Bloom Cognitive Domain Six Levels

Related Strategies¶

Examples¶

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Key Sources¶

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