Identifying assumptions, separating relevant from irrelevant evidence and seeing how components are organized is Analyze.
Checking and critiquing are the two processes of the Evaluate category in the revised taxonomy.
Generating ideas, planning and producing an original product are the processes of Create.
The revised taxonomy rises from Remember to Understand, Apply, Analyze, Evaluate, and Create.
Being able to define a concept without explaining it in one's own words is Remember.
Understanding is grasping a principle, while applying means using it to carry out a procedure in a new situation.
If nearly everyone answers nearly every item correctly, the items are too easy, so the level of difficulty needs reconsideration.
Identifying a definition from alternatives is recall of information, which is the Knowledge level.
Using a learned principle in a new situation is Application.
Breaking an argument into parts and showing how they relate is Analysis.
Combining principles to build something original is Synthesis.
In the revision, Knowledge became Remember, Comprehension became Understand, and Synthesis became Create (nouns changed to verbs).
A discrimination index near 1.00 means the item sharply separates higher- from lower-achieving students.
A distractor chosen more by high achievers than low achievers may be misleading or flawed.
A good distractor attracts more low achievers than high achievers.
Consistent scores indicate reliability, scoring free from examiner bias indicates objectivity, and low cost and ease of administration indicate usability.
When different examiners score identical answers differently, scoring is influenced by personal judgment, so objectivity is compromised.
Rejecting a test for excessive time, equipment and cost questions its usability (practicality).
A discrimination index of 0.20 is below the commonly accepted range, so the item discriminates inadequately.
54 of 60 is 90% correct; a high difficulty percentage means most students answered correctly, so the item is relatively easy.
A higher difficulty percentage means more students answered correctly, so the 65% item is easier than the 25% item.
Items with difficulty between 30% and 70% are generally considered desirable, neither too easy nor too hard.
A difficulty value of 85% means most students answered correctly, so the item is easy, not very difficult.