Testing at Higher Taxonomic Levels: Are We Jeopardizing Reliability by Increasing Complexity?
Document Type
Article
Publication Date
1-1-1996
Description
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)
Citation Information
Clements, Andrea D.; and Rothenberg, Lori. 1996. Testing at Higher Taxonomic Levels: Are We Jeopardizing Reliability by Increasing Complexity?. Research in the Schools. Vol.3(1). 45-50. ISSN: 1085-5300