Multistructural responses have many facts; relational responses integrate them, so the difference is quantity versus integration.
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Explaining a concept and giving an example of it shows Understand (explaining and exemplifying).
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Transforming information into a diagram that represents its meaning is a form of Understanding (interpreting).
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Listing several facts without relating them is the Multistructural level.
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Using only one relevant aspect is the Unistructural level.
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Several correct but disconnected facts indicate the Multistructural level.
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Showing how several ideas interact to form an integrated whole is the Relational level.
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Applying an integrated understanding to a new context and generating a novel idea is the Extended Abstract level.
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Understanding is grasping a principle, while applying means using it to carry out a procedure in a new situation.
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Identifying assumptions, separating relevant from irrelevant evidence and seeing how components are organized is Analyze.
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Checking and critiquing are the two processes of the Evaluate category in the revised taxonomy.
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Generating ideas, planning and producing an original product are the processes of Create.
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The revised taxonomy rises from Remember to Understand, Apply, Analyze, Evaluate, and Create.
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Being able to define a concept without explaining it in one's own words is Remember.
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Judging against explicit standards is Evaluation.
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In the revision, Knowledge became Remember, Comprehension became Understand, and Synthesis became Create (nouns changed to verbs).
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If nearly everyone answers nearly every item correctly, the items are too easy, so the level of difficulty needs reconsideration.
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Identifying a definition from alternatives is recall of information, which is the Knowledge level.
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Using a learned principle in a new situation is Application.
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Breaking an argument into parts and showing how they relate is Analysis.
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Combining principles to build something original is Synthesis.
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A discrimination index near 1.00 means the item sharply separates higher- from lower-achieving students.
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A distractor chosen more by high achievers than low achievers may be misleading or flawed.
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A good distractor attracts more low achievers than high achievers.
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Consistent scores indicate reliability, scoring free from examiner bias indicates objectivity, and low cost and ease of administration indicate usability.
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