Item Behavior in SEE

Behavior Tested by the Item

In SEE exam, the behavior of Item will be from four taxonomy level. These level are utilized as below.

Knowledge: Knowledge items emphasize remembering content learned and provides same context as in the learning situation so that students recall them from memory.

Understanding: It is one thing to recall and repeat an idea which is done at the knowledge level. At the understanding level the student is expected to know certain facts, organize them in his/her mind, and manipulate the knowledge to prove understanding. At the understanding level students are required to translate, interpret, or extrapolate at most one mathematical formula from PC.

Application: An application level item involves student apply information to a new or different situation than encountered before. This will require application of general rules, methods, concepts, principles, procedures, laws, or theories. At least, altering quantity or symbols; adding new names or slight changes helps to make an application level item. For example, if student is asked to solve the problem in which student identifies suitable formula and applies is at the application level.

Higher Abilities

Test items which engage students in noble situation and use of knowledge at varied situation are categorized into higher abilities. In terms of Bloom's taxonomic these are analysis, synthesis, and evaluation (in revised terms – analyzing, evaluating, and creating). In HA level items, context should be explicitly  specified.

NOTE

An item should be classified in terms of what it is mainly designed to measure, even though other abilities may be involved in some small degree. Following are the tips for classification of the items: 

1. Consider experience and training of the examine; and what would go in the mind of the examine when answering the question
2. All abilities are involved in many of the items at each level, but in varying degree
3. There is a sort of spiral of the hierarchy of abilities – constantly turning back on itself as one goes higher and higher
4.  Though all levels may be involved to some degree in an item, usually one predominates