Cognitive Level Demands of Test Items in State-Adopted Computer Science Textbooks

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Description

Test items supplied with seven textbooks approved for use in Computer Science I and II curricula in Texas public schools were categorized by Bloom's taxonomy of educational objectives. Eating was done by a panel of ten judges selected from a group of participants at a taxonomy workshop. The selection criterion was demonstration of at least 80 percent competency in item classification. Judges received a small stipend for completing the rating task. Of 2020 possible items, 998 were randomly selected for analysis. Equal percentages of items from each text were then randomly assigned to each rater. All statistical analyses were computed ... continued below

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viii, 82 leaves: ill.

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Aman, James R. August 1988.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 41 times , with 4 in the last month . More information about this dissertation can be viewed below.

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  • Aman, James R.

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Description

Test items supplied with seven textbooks approved for use in Computer Science I and II curricula in Texas public schools were categorized by Bloom's taxonomy of educational objectives. Eating was done by a panel of ten judges selected from a group of participants at a taxonomy workshop. The selection criterion was demonstration of at least 80 percent competency in item classification. Judges received a small stipend for completing the rating task.
Of 2020 possible items, 998 were randomly selected for analysis. Equal percentages of items from each text were then randomly assigned to each rater. All statistical analyses were computed using SPSS/PC+ (version 2.1).
In both courses, CLD frequencies decreased through the three lower levels. The percentage of questions falling in these levels was approximately 83 percent for both courses. However, the higher-level course contained almost 10 percent more Knowledge level questions than did the lower course. At the higher taxonomic levels, the decline was roughly five percent per level in CS I but erratic in CS II. Analysis by book also revealed wide differences within each course.

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viii, 82 leaves: ill.

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UNT Theses and Dissertations

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  • August 1988

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  • Aug. 22, 2014, 6 p.m.

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  • Dec. 11, 2015, 1:11 p.m.

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Citations, Rights, Re-Use

Aman, James R. Cognitive Level Demands of Test Items in State-Adopted Computer Science Textbooks, dissertation, August 1988; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc330854/: accessed October 23, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .