Cognitive Level vs. Point Values

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:

Impact on successful performance of the job task if the answer is not known by

the trainee

Learning level required (lowest level being knowledge and the highest level

being evaluation)

Number of answers required for the test item

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.