International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Classification of Test Items Written by Mathematics Pre-Service Teachers
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Sebastian MA. Classification of Test Items Written by Mathematics Pre-Service Teachers. INT ELECT J MATH ED. 2020;15(2), em0577. https://doi.org/10.29333/iejme/7599
APA 6th edition
In-text citation: (Sebastian, 2020)
Reference: Sebastian, M. A. (2020). Classification of Test Items Written by Mathematics Pre-Service Teachers. International Electronic Journal of Mathematics Education, 15(2), em0577. https://doi.org/10.29333/iejme/7599
Chicago
In-text citation: (Sebastian, 2020)
Reference: Sebastian, Mildred Arellano. "Classification of Test Items Written by Mathematics Pre-Service Teachers". International Electronic Journal of Mathematics Education 2020 15 no. 2 (2020): em0577. https://doi.org/10.29333/iejme/7599
Harvard
In-text citation: (Sebastian, 2020)
Reference: Sebastian, M. A. (2020). Classification of Test Items Written by Mathematics Pre-Service Teachers. International Electronic Journal of Mathematics Education, 15(2), em0577. https://doi.org/10.29333/iejme/7599
MLA
In-text citation: (Sebastian, 2020)
Reference: Sebastian, Mildred Arellano "Classification of Test Items Written by Mathematics Pre-Service Teachers". International Electronic Journal of Mathematics Education, vol. 15, no. 2, 2020, em0577. https://doi.org/10.29333/iejme/7599
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Sebastian MA. Classification of Test Items Written by Mathematics Pre-Service Teachers. INT ELECT J MATH ED. 2020;15(2):em0577. https://doi.org/10.29333/iejme/7599

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.

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