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Multiple-choice questions based on Bloom’s Taxonomy

Knowledge questions

Outcome: Identifies the meaning of a term.

Reliability is the same as:

  1. consistency.
  2. relevancy.
  3. representativeness.
  4. usefulness.

In the area of physical science, which one of the following definitions describes the term “polarization”?

  1. The separation of electric charges by friction.
  2. The ionization of atoms by high temperatures.
  3. The interference of sound waves in a closed chamber.
  4. The excitation of electrons by high frequency light.
  5. The vibration of transverse waves in a single plane.

Outcome: Identifies the order of events.

What is the first step in constructing an achievement test?

  1. Decide on test length.
  2. Identify the intended learning outcomes.
  3. Prepare a table of specifications.
  4. Select the tem types to use.

Comprehension questions

Outcome: Identifies an example of a term.

Which one of the following statements contains a specific determiner?

  1. America is a continent.
  2. America was discovered in 1492.
  3. America has some big industries.
  4. America’s population is increasing.

Outcome: Interprets the meaning of an idea.

The statement that “test reliability is a necessary but not sufficient condition of test validity” means that:

  1. a reliable test will have a certain degree of validity.
  2. a valid test will have a certain degree of reliability.
  3. a reliable test may be completely invalid and a valid test completely unreliable.

Outcome: Identifies an example of a concept or principle .

Which of the following is an example of a criterion-referenced interpretation?

  1. Derik earned the highest score in science.
  2. Erik completed his experiment faster than his classmates.
  3. Edna’s test score was higher than 50 percent of the class.
  4. Tricia set up her laboratory equipment in five minutes.

Which one of the following describes what takes place in the so-called PREPARATION stage of the creative process, as applied to the solution of a particular problem?

  1. The problem is identified and defined.
  2. All available information about the problem is collected.
  3. An attempt is made to see if the proposed solution to the problem is acceptable.
  4. The person goes through some experience leading to a general idea of how the problem can be solved.

Application questions

Outcome: Distinguishes between properly and improperly stated outcomes

Which one of the following learning outcomes is properly stated in terms of student performance?

  1. Develops an appreciation of the importance of testing.
  2. Learns how to write good test questions.
  3. Realizes the importance of validity.

Outcome: Tests for the application of previously acquired knowledge (the various memory systems).

Which one of the following memory systems does a piano-tuner mainly use in his occupation?

  1. Echoic memory
  2. Short-term memory
  3. Long-term memory
  4. Mono-auditory memory
  5. None of the above

Outcome: Improves defective test questions.

Directions: read the following test question and then indicate the best change to make to improve the question.

Which one of the following types of learning outcomes is most difficult to evaluate objectively?

  1. A concept.
  2. An application.
  3. An appreciation.
  4. None of the above.

The best change to make in the previous question would be to:

  1. change the stem to incomplete-statement form.
  2. use letters instead of numbers for each alternative.
  3. remove the indefinite articles “a” and “an” from the alternatives.
  4. replace “none of the above” with “an interpretation.”

Analysis questions

Directions: Read the following comments a teacher made about testing. Then answer the questions that follow by circling the letter of the best answer.

“Students go to school to learn, not to take tests. In addition, tests cannot be used to indicate a student’s absolute level of learning. All tests can do is rank students in order of achievement, and this relative ranking is influenced by guessing, bluffing, and the subjective opinions of the teacher doing the scoring. The teacher-learning process would benefit if we did away with tests and depended on student self-evaluation.”

Outcome: Recognizes unstated assumptions.

Which one of the following unstated assumptions is this teacher making?

  1. Students go to school to learn.
  2. Teachers use essay tests primarily.
  3. Tests make no contribution to learning.
  4. Tests do not indicate a student’s absolute level of learning.

Outcome: Identifies the meaning of a term.

Which one of the following types of test is this teacher primarily talking about?

  1. Diagnostic test.
  2. Formative test.
  3. Pretest.
  4. Summative test.

Directions: Read carefully through the paragraph below, and decide which of the options A-D is correct.

“The basic premise of pragmatism is that questions posed by speculative metaphysical propositions can often be answered by determining what the practical consequences of the acceptance of a particular metaphysical proposition are in this life. Practical consequences are taken as the criterion for assessing the relevance of all statements or ideas about truth, norm and hope.”

Outcome: Analyze whether a word fits with the accepted definition of pragmatism.

  1. The word “acceptance” should be replaced by “rejection.”
  2. The word “often” should be replaced by “only.”
  3. The word “speculative” should be replaced by hypothetical.”
  4. The word “criterion” should be replaced by “measure.”

Synthesis question:

Directions: Read the following comments a teacher made about testing. Then answer the questions that follow by circling the letter of the best answer.

“Students go to school to learn, not to take tests. In addition, tests cannot be used to indicate a student’s absolute level of learning. All tests can do is rank students in order of achievement, and this relative ranking is influenced by guessing, bluffing, and the subjective opinions of the teacher doing the scoring. The teacher-learning process would benefit if we did away with tests and depended on student self-evaluation.”

Outcome: Identifies relationships. Which one of the following propositions is most essential to the final conclusion?

  1. Effective self-evaluation does not require the use of tests.
  2. Tests place students in rank order only.
  3. Test scores are influenced by factors other than achievement.
  4. Students do not go to school to take tests.

Additional information

Carneson, J., Delpierre, G., & Masters, K. (n.d.). Designing and managing multiple-choice questions: Appendix C, multiple-choice questions and Bloom’s taxonomy. Retrieved July 29, 2006 from the University of Cape Town Web site:  http://www.uct.ac.za/projects/cbe/mcqman/mcqappc.html

Gronlund, N. E. (1998). Assessment of student achievement. Boston: Allyn and Bacon.

Page last updated: Sep 21 2011
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