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Abstract Title: Probing utility of Bloom’s taxonomy in physics
Abstract: Bloom's taxonomy of cognitive levels has been used extensively by Biology Education researchers to empirically measure the degree to which course assessments support the development of higher-order cognitive skills.  However, this method is not commonly used in physics. In the present study, in collaboration with an interdisciplinary team of STEM education researchers, we built on this work to explore the utility of Bloom's taxonomy within the context of introductory physics.  Specifically, we probed (1) the degree to which exams assess higher-order thinking skills and (2) the relationship between cognitive level and the item difficulty.  Initial correlation analysis reveals that item difficulty, as determined by student exam performance, is not easily explained by variation in cognitive level.  Results relevant to student learning in introductory physics courses will be presented.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Mila Kryjevskaia
North Dakota State University
Fargo, ND 58105
Phone: (206) 234-6251
Co-Author(s)
and Co-Presenter(s)
Erika G. Offerdahl, North Dakota State University
Nathaniel C. Grosz, North Dakota State University