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Page Title: Cognitive Level vs. Point Values
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DOE-HDBK-1204-97
objective being tested is written. For example, if you are writing multiple-choice test items
for three enabling objectives, two of which are written at the knowledge level of Bloom's
Taxonomy to support a third which is written at the comprehension level, then the point
value assigned to the higher cognitive level would be higher than the point value assigned
to the lower cognitive level. For example, this is how these concepts might be applied:
COGNITIVE LEVEL
POINTS
ACTION VERB
E.O. 1.1 List
Knowledge
(2.0 pt)
E.O. 1.2 State
Knowledge
(2.0 pt)
E.O. 1.3 Determine
Comprehension
(4.0 pt)
If multiple-choice test items are written for these action verbs, the first two test items would
have a lower point values than the third. This is because the third is more "important,"
more critical to the mastery of the terminal objective (the first two objectives support the
third). Also, the third action verb is at a higher cognitive level (comprehension) than the
cognitive level of the first two (knowledge).
Other considerations for determining point value of test items include the following:
C
Impact on successful performance of the job task if the answer is not known by
the trainee
C
Learning level required (lowest level being knowledge and the highest level
being evaluation)
C
Number of answers required for the test item
C
Relative degree of difficulty.
Another consideration in the assignment of point value is related to the test item. Test
items having multiple parts requiring answers should have at least one point per answer,
and matching test items should have at least one point per match. Point value allocations
should be made and approved when drafted test items are submitted for review and
approval.
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