The Application of Bloom’s Taxonomy to Higher Education Examination Questions in Physics

Samantha Louise Pugh, Jessica Gates


Examination papers were analysed using a methodology based on Bloom’s Taxonomy to identify the cognitive skills required to complete questions and compare these to the cognition necessary for graduate skills. This research found that examinations access mainly mid to low-level cognition such as recall and apply, while competencies required by employers tend to need higher-level cognition such as synthesis and creation, which are not as commonly tested through examinations. This paper proposes that careful design of examination questions using different measurable verbs could be more effective at encouraging development of higher-level metacognitive skills in formal examinations.


Physics; Exams; Bloom's Taxonomy

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New Directions in the Teaching of Physical Sciences

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