Bloom’s taxonomy is an essential instrument in educating students. The fundamental of the theory lies in understanding the steps students take from acquiring knowledge to using it. The six steps describe how students remember, understand, apply, analyze, evaluate, and create the knowledge they have gained. This paper will discuss the questionnaire from the perspective of Bloom’s taxonomy.
The questionnaire is mostly suitable to test how students remember and understand the information obtained throughout the course. The research of Hanshaw and Dickerson (2020) also supported the claim that Bloom’s taxonomy brings more outcomes in conducting nursing research. Another useful instrument is testing blueprints, which help identify failures of the materials (Eweda et al., 2020). The methods of learning and evaluating those methods is an essential step before assessing the 25-question quiz.
It has been identified that 12 questions in the quiz are aimed at checking how students remember the information. These questions consist of ‘what’, ‘where’, and ‘when’ and require students to give a direct answer to the question. To test the understanding of the material, the quiz has four questions. Those questions are open-ended and thought-provoking because such questions require students to show comprehension of the question and, hence the study materials.
Less number of questions belong to apply, analyze, and evaluate categories. Consequently, there were identified several drawbacks of the questionnaire, to be precise a lack of questions in complex categories. Four questions are given to see how students apply their knowledge by presenting specific cases and asking methods of resolving it. Analysis needed questions are three, and they require students to doubt the knowledge and use new perspectives to the case. The evaluation category includes one question, and unfortunately, no questions were given to test students’ ability to create solutions after evaluating the case or a fact in the question. Therefore, the quiz can be used in evaluating the basic skills of the students and requires improvement to be a high-level questionnaire.
To conclude, the quiz needs improvements according to its assessment through Bloom’s taxonomy. It is necessary to divide the equal number of questions per category, which will enable to entirely test the students’ knowledge. To be precise, there should be added more questions that can assess students’ ability to analyze, evaluate, and create using the materials of the course.
References
Hanshaw, S. L., & Dickerson, S. S. (2020). High fidelity simulation evaluation studies in nursing education: A review of the literature. Nurse Education in Practice, 46, 102 – 818.
Eweda et al., (2020). Quality assurance of test blueprinting. Journal of Professional Nursing, 36(3), 166-170.