Learning Outcomes and a Taxonomy as a Starting Point for creating digital Multiple-choice Tests

Authors

  • Bjørn Klefstad Assistant Professor Department of Informatics and e-learning Sør-Trøndelag University College
  • Geir Maribu Associate Professor Department of Informatics and e-learning Sør-Trøndelag University College
  • Svend Andreas Horgen Assistant Professor Department of Informatics and e-learning Sør-Trøndelag University College
  • Thorleif Hjeltnes Associate Professor Department of Informatics and e-learning Sør-Trøndelag University College

Keywords:

Bloom’s taxonomy, digital test, exam, learning outcome, summative and formative assessment, test tool.

Abstract

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.

Downloads

Published

2010-11-21

How to Cite

Klefstad, B., Maribu, G., Horgen, S. A., & Hjeltnes, T. (2010). Learning Outcomes and a Taxonomy as a Starting Point for creating digital Multiple-choice Tests. Seminar.Net, 6(3). Retrieved from https://journals.oslomet.no/index.php/seminar/article/view/2419

Issue

Section

Articles