TEST CONSTRUCTION

BASED ON
BLOOMS TAXONOMY
Prepared by:
MRS. IMELDA E. AVILA
MT-I

Topic
Importan
ce of
Different
Kinds of
Soil

SubTopic
Soil
accordin
g to their
observab
le
characte
ristics

Objective

Assessment Tools

Describe soil
Remembering
according to
their
Multiple Choice Test
observable
Choose the letter of
characteristi the best answer.
cs
1.What kind of soil
that the plants grow
well?
a.Sand
c. Clay
b.Loam
d. Silt
2. Which soil feels
sticky?
c.Clay
c. Sand
d.Loam
d. Silt
3. It has a finest
particles.
e.Silt
c. Clay
f.Loam
d. Sand
4. Kind of soil has a
rough particles.
g.Silt
c. Loam
h.Clay
d. Sand
5. It is found along the
seashore.
i.Sand
c. Clay
j.Loam
d. Silt

Understandin
g
Give an
example of
different kinds
of soil.

Clay
Sand
Silt
Loam

Applying

Analyzing

Evaluating

Creating

If you are going

to construct a
concrete
building, what is
the best
material you
have to use?

Compare the
different kinds of soil
as to color and
texture.
Soil
Color Textur
e
Loam

Clay
Silt
Sand

Question and
Answer.

Is soil
important to
us? Why?

How do they
differ in
texture and
in color?

Make a picture
of places where
different types
of soil maybe
found.

Types of Soil

Making a picture
of different
types of soil

crayons, pencil,
paper bond
Draw different
kinds of soil,
color it with
crayons and
write a label for
different types
of soil
Criteria:
5-colorful, clean
and with clear
label
4-colorful with
label

Whats Blooms Taxonomy?

Blooms Taxonomy is a classification of thinking
organized by levels of complexity. It gives
teachers and students an opportunity to learn
and practice a range of thinking and provide a
simple structure for many different kinds of
questions.

REVISED BLOOMS TAXONOMY OF OBJECTIVES

REMEMBERING
Recalling information, Recognizing, listing,
describing, retrieving, naming finding
TEACHERS ROLE
Directs, tells, shows, examines, questions,
evaluates
STUDENTS ROLE
Responds, absorbs, remembers, recognizes,
memorizes, defines, describes, retells,
passive recipient

 UNDERSTANDING
Explaining ideas or concepts, interpreting,
summarizing, paraphrasing, classifying,
explaining
TEACHERS ROLE
Demonstrates, listens, questions, compares,
contrasts, examines
STUDENTS ROLE
Explains, describes, outlines, restates, translates,
demonstrates, interprets, active participants

 APPLYING
Using information in another familiar situation,
implementing, carrying out, using, executing
TEACHERS ROLE
Shows, facilitates, observes, evaluates,
organizes, questions
STUDENTS ROLE
Solves problems, demonstrates use of
knowledge, calculates, compiles, completes,
illustrates, constructs, active recipient

 ANALYZING
Breaking information into parts to explore
understanding and relationships, comparing,
organizing, deconstructing, interrogating,
finding
TEACHERS ROLE
Probes, guides, observes, evaluates, act as a
resource, questions, organizes, dissects
STUDENTS ROLE
Discusses, uncovers, argues, debates, thinks
deeply, tests, examines, questions, calculates,

 EVALUATING
Justifying a decision or course of action,
checking, hypothesizing, critiquing,
experimenting, judging
TEACHERS ROLE
Clarifies, accepts, guides
STUDENTS ROLE
Judges, disputes, compares, critiques,
questions, argues, assesses, decides, selects,
justifies, active participant

 CREATING
Generating new ideas, products, or ways of
viewing things, designing, constructing,
planning, producing, inventing
TEACHERS ROLE
Facilitates, extends, reflects, analyzes,
evaluates
STUDENTS ROLE
Designs, formulates, plans, takes risks,
modifies, creates, proposes, active participants

REVISED BLOOMS TAXONOMY QUESTIONS

REMEMBERING
What happened after?
How many?
What is ?
Who was it that?
Can you name?
Find the definition of?
Describe what happened after?
Who spoke to ?
Which is true or false?

UNDERSTANDING
Can you explain why?
Can you write in your own words?
How would you explain?
Can you write a brief outline?
What do you think could have happened
next..?
Who do you think?
What was the main idea?
Can you clarify?
Can you illustrate ?

APPLYING
Do you know of another instance where?
Can you group by characteristics such as?
Which factors would you change if?
What questions would you ask of?
From the information given, can you develop a
set of instructions about?
Which events could not have happened?
If happened, what might the ending have
been?

ANALYZING
How is similar to?
What do you see as other possible outcomes?
Why did changes occur?
Can you explain what must have happened
when..?
What are some or the problems of?
Can you distinguish between?
What were some of the motives behind?
What was the turning point?
What was the problem with?

EVALUATING
Is there a better solution to?
Judge the value of what do you think
about?
Can you defend your position about?
Do you think is a good or bad thing?
How would you have handled?
What changes to would you recommend?
Do you believe..? How would you feel if?
How effective are ?
What are the consequences?

What are the pros and cons of.?

Why is of value?
What are the alternatives?
Who will gain & who will lose?

CREATING
Can you design a to?
Can you see a possible solution to?
If you had access to all resources, how would
you deal with?
Why dont you devise your own way to?

What would happen if?

How many ways can you?
Can you create new and unusual uses for?
Can you develop a proposal which would?

LOW-LEVEL QUESTIONS
Low-level questions only asks learners to
repeat a definition based on what has been
previously read. Students do not have to give
their own definition.

Read through the excerpt below example.

Matter is anything that occupies space,
has mass, and has volume. There are three
types of matter: solids, liquids, and gases.
Examples of solid are tables, books, and
many more; examples of liquids are water, soft
drinks, juices, and others; while gases can
come in the form of hydrogen, oxygen, and
helium.
1. What is matter?
2. What are tables, chairs, and books?

4. What are hydrogen, oxygen, and helium?

Characteristics of low-level questions:
a. Low-level questions make the learner
retrieve/recall facts, events, happenings
explicitly stated in the text.
b. Low-level questions make the reader repeat a
definition/s which is/ are found in the text.
c. Low-level questions enable the learner to
exercise his/her long term memory facts,
events, happenings, etc.

d. Low-level questions require the learner to

give limited and specific answers.
e. Low-level questions make the learner give a
single correct answer.
2. Low-level questions are used to gather
factual information either retrieved from a
given text, from the learners memory, or from
his/her schemata of the world. The use of lowlevel questions can be the first step to
developing higher-order thinking skills.

HIGH-LEVEL QUESTIONS
What are electric cars?

(low-level)

In what ways are electric cars different from

gasoline cars? (high-level)
Characteristics of HLQs:
1. High-level questions make the learner do
more than mere recall of information.
2. HLQs require the learner to translate and

and interpret information.

3. HLQs call upon the learners to apply
information through his/her
understanding of basic concepts.
4. HLQs require the learner to analyze
information.
5. HLQs ask the learner to synthesize
information.
6. HLQs ask the learner to make
judgments or valuing.

THANK YOU!