Analytical Study on the Use of Bloom's Taxonomy for the Assessment of Exam Questions in the Perspective of Computer Science

Abstract

Bloom’s taxonomy has been exploited in numerous fields of studies. It is a classification of learning objectives within education that educators set for students. The cognitive domain within this taxonomy is designed to verify a student's cognitive level during a written examination. Educators may sometimes face the challenge in analyzing whether their examination questions comply within the requirements of the Bloom’s taxonomy at different cognitive levels as it is difficult to apply consistently to assessment tasks in introductory programming courses. This research paper shows the Bloom’s classification categories along with keywords and question verbs those are commonly used in the exam questions in computer science and provides a consistent interpretation of some baffling keywords with concrete exemplars that will allow computer science educators to utilize Bloom’s Taxonomy for programming assessment. Using Bloom’s Taxonomy to help design examinations could greatly improve the quality of assessment in introductory programming courses. The main goal of this paper is to give hands on computer science and engineering teaching and learning and perk up the excellence of computer science and engineering education. In the future, this research can be further extended to automate the assessment of exam questions according to the Bloom’s taxonomy of the cognitive domain.