Classification of Test Items Written by Mathematics Pre-Service Teachers
Mildred Arellano Sebastian 1 *
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1 Assistant Professor I, Teacher Education Department, Cavite State University – Tanza Campus, Phase 2, Bahay Katuparan, Bagtas, Tanza, Cavite, 4108, PHILIPPINES* Corresponding Author

Abstract

Most teachers assume that asking questions contributes to the effectiveness of their instruction. Because proper questioning techniques are important for the classroom, this study identified the Mathematics pre-service teachers’ classification of test items using the revised Bloom’s Taxonomy (rBT) and the Cunningham’s Levels of Questions (CLQs). It used a group of forty two pre-service Mathematics teachers who were asked to classify each thinking skills in the rBT as to LOT or HOT and then create test items falling under each category of the rBT and CLQ. Results revealed that most of the pre-service teachers have viewed LOT and HOT based on the level of difficulty of the given problem. They found it relatively easier to create test items using the Cunningham’s Levels of Questions, a non-familiar nomenclature for classifying test items, rather than the well-known Bloom’s Taxonomy. Pre-service teachers should be able to identify and classify questions according to their cognitive purposes.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2020, Volume 15, Issue 2, Article No: em0577

https://doi.org/10.29333/iejme/7599

Publication date: 25 Jan 2020

Article Views: 1492

Article Downloads: 1821

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