Testing at Higher Taxonomic Levels: Are We Jeopardizing Reliability by Increasing Complexity?

Andrea D. Clements; Lori Rothenberg

Testing at Higher Taxonomic Levels: Are We Jeopardizing Reliability by Increasing Complexity?

Department of Psychology

Research output: Contribution to journal › Article › peer-review

Abstract

Undergraduate psychology examinations from 48 schools were analyzed to determine the proportion of items at each level of Bloom's Taxonomy, item format, and test length. Analyses indicated significant relationships between item complexity and test length even when taking format into account. Use of higher items may be related to shorter tests, jeopardizing reliability. (SLD)

Original language	American English
Journal	Research in the Schools
Volume	3
State	Published - Jan 1 1996

Keywords

classification
difficulty level
educational objectives
higher education
psychology
reliability
test construction
test items
test length
undergraduate students

Disciplines

Community-Based Research
Health Psychology
Substance Abuse and Addiction

Access to Document

https://eric.ed.gov/?id=EJ625745

Cite this

@article{ece7f9f20978446d9ce95a51e3228c36,

title = "Testing at Higher Taxonomic Levels: Are We Jeopardizing Reliability by Increasing Complexity?",

abstract = " Undergraduate psychology examinations from 48 schools were analyzed to determine the proportion of items at each level of Bloom's Taxonomy, item format, and test length. Analyses indicated significant relationships between item complexity and test length even when taking format into account. Use of higher items may be related to shorter tests, jeopardizing reliability. (SLD)",

keywords = "classification, difficulty level, educational objectives, higher education, psychology, reliability, test construction, test items, test length, undergraduate students",

author = "Clements, \{Andrea D.\} and Lori Rothenberg",

year = "1996",

month = jan,

day = "1",

language = "American English",