Open AccessLearning Outcomes and a Taxonomy as a Starting Point for creating digital Multiple-choice Tests
Author(s) -
Bjørn Klefstad,
Geir Maribu,
S.A. Horgen,
Thorleif Hjeltnes
Publication year - 2010
Publication title -
seminar.net
Language(s) - English
Resource type - Journals
ISSN - 1504-4831
DOI - 10.7577/seminar.2419
Subject(s) - summative assessment , formative assessment , computer science , test (biology) , multiple choice , taxonomy (biology) , process (computing) , quality (philosophy) , subject (documents) , point (geometry) , bloom's taxonomy , mathematics education , psychology , world wide web , medicine , significant difference , paleontology , philosophy , botany , geometry , mathematics , cognition , epistemology , neuroscience , biology , operating system
The use of digital multiple-choice tests in formative and summative assessment has many advantages. Such tests are effective, objective, and flexible. However, it is still challenging to create tests that are valid and reliable. Bloom’s taxonomy is used as a framework for assessment in higher education and therefore has a great deal of influence on how the learning outcomes are formulated. Using digital tools to create tests has been common for some time, yet the tests are still mostly answered on paper. Our hypothesis has two parts: first, it is possible to create summative tests that match different levels and learning outcomes within a chosen subject; second, a test tool of some kind is necessary to enable teachers and examiners to take a more proactive attitude to(wards) different levels and learning outcomes in a subject and so ensure the quality of digital test designing. Based on an analysis of several digital tests we examine to what degree learning outcomes and levels are reflected in the different test questions. We also suggest functionality for a future test tool to support an improved design process.