Taxonomy of learning-outcome-based classification and design of questions

In order to optimally support student learning, the targeted development of good questions is of utmost importance. Teachers find it hard to develop questions that stimulate specific thought processes because the question generation process is often primarily driven by content and only retroactively adapted to specific learning goals. This is why questions posed by teachers to give students the opportunity to practice analytical skills, for example, often only encourage application instead.
This paper presents a tool based on BLOOM’S (1956) revised taxonomy of learning outcomes by ANDERSON & KRATHWOHL (2001), which can help teachers objectively classify and develop their own questions, as well as tailoring them to specific thought processes and knowledge types.

XY.09.2016 | Mirjam Sophia Glessmer & Timo Lüth (Hamburg)