Below are some examples of medical terminology test questions which represent application, analysis, or evaluation cognitive levels.
APPLY: 1. Which of the following refers to a disease of the kidney.
ANALYSIS: 1. Which of the following
EVALUATION: 1. Which of the following medical
abbreviations represent conditions of the cardiovascular system? Select all that apply (SATA) a. CAD b. MI c. COPD d. CHF Answer. a, b, d
terms would you be likely to find in a laboratory report? Select all that apply (SATA)
a. Cardiopathy b. Nephropathy c. Neuropathy d. Myopathy Answer: b
a. Hyperkalemia b. Hyperesthesia c. Hyponatremia d. Hyperkinetic Answer: a, c
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Knowing and Understanding
Tips for Developing Exam Questions that Represent Higher Level Cognitive Skills 5. When are the Cognitive Skills of knowing and understanding useful in students’ progression in developing competence? Knowing and understanding are the foundation upon which the rest of Bloom’s Cognitive Taxonomy is built, particularly in learning medical terminology. Practice in knowing and understanding is most useful in teaching–learning activities, such as pre-tests or pre-class or in-class activities. Such approaches provide opportunities to work with the material as previously discussed. However, when using examinations that evaluate competency in an area, it is most helpful for test items to be drawn from the world of work. Here are some useful tips for designing test items that require application, analysis, or evaluation on the part of the students. 1. Always use plausible incorrect answers in the questions. If the incorrect answers are unlikely to be correct, the chance of guessing increases, making it less likely that the question actually assesses the competence of the student in this situation. 2. Assessing the analytical ability can be easily assessed, even in multiple-choice testing, by presenting charts that students must use to answer the questions. 3. When students must hold more than one fact in their mind to answer the question, questions are likely to be higher order. This multi-logical thinking requires students to evaluate more than one fact in order to answer the question. Using wording such as “the most appropriate” or “most important” sets the stage for this analysis. 4. Case studies—telling stories that require students to solve a problem will also enhance their application and analysis skills.
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