Cognitive Taxonomy of Items Based on Capability- Complexity Model Case Study: differential calculi test items

• 出版年: پژوهش در نظام‌های آموزشی
• 主要な著者: man Zolfagharnasab, Reza Mohammadi, javad hatami
• フォーマット: 論文
• 言語: ペルシア語
• 出版事項: Iranian Educational Research Association 2018-01-01
• 主題: bloom’s taxonomy; evaluation; educational goals; webb’s depth of knowledge; problem solving
• オンライン･アクセス: https://www.jiera.ir/article_61672_4c67893c1a33eb798b49c181ae76248b.pdf

Developing hard items with complicate calculation algorithms cause to in appropriate trends such as teaching to the test and test preparation strategies in examinees. Having exact educational standards and applying taxonomy models, however, will help to obtain fine evaluation of educational programs, contents and students achievement.  In this manuscript, a small sample of differential calculi multiple choice items test has been studied in behavioral objectives framework which is based on combining the Bloom and Web approaches; the goal was to illustration of capability- complexity approach in taxonomy of test items. Twenty items of a 30 items test battery which administered on a 3409 sample of students has been classified by capability-complexity approach. Outcomes of 3 items have been reported in this article.  Results had shown all the test items measuring procedural knowledge at level three. 92% of items were abstract, and simultaneously recalling multiple calculation algorithms require for responding correctly to each item. Tasks with one calculation algorithm and lower complexity had better statistical parameters such as scalability and their item information functions yielded much more information about examinees capability.