Bloom’s dichotomous key

根據 Semsar 與 Casagrand（2017）的研究，BDK（Bloom’s Dichotomous Key）是用來協助評估者（或教師）以系統化、高一致性的方式，分類與判定試題及各類課程材料到底在檢測或訓練學生的哪一個認知層次。評估的標的同時包含「試題（考題）」與「課程材料（Course Materials）」。

評分流程

評估試題時，評估者依序回答以下「Yes/No」問題並進行跳轉：

第一階段：基礎檢索與低階技能分類

• 問題 1：學生能否直接背誦（Memorize）出該特定問題的答案？
  • Yes $\to$ 前往問題 2。
  • No $\to$ 前往問題 4。
• 問題 2：回答時，學生是否幾乎完全重現課堂或教材（講義、課本、作業等）中聽過或看過的內容？
  • Yes $\to$ 記憶（Remember）。
  • No $\to$ 前往問題 3。
• 問題 3：學生是否透過用自己的話表達、將範例與概念配對、或改變呈現形式來展現概念理解？
  • Yes $\to$ 理解（Comprehend）。
  • No $\to$ 返回問題 1。

第二階段：多元解答判斷（高階技能分流）

• 問題 4：該問題是否存在多於一種潛在有效解法/答案（More than one valid solution）？
  • Yes $\to$ 前往問題 5（引導至高階思維分流）。
  • No $\to$ 前往問題 8。
• 問題 5：學生是否在進行價值判斷並/或為自己的答案提出合理論證？
  • Yes $\to$ 評鑑（Evaluate）。
  • No $\to$ 前往問題 6。
• 問題 6：學生是否將資訊整合為整體大方向，或創造出課堂未見過的新事物（新假說、新模型）？
  • Yes $\to$ 綜合/創造（Synthesize/Create）。
  • No $\to$ 前往問題 7。
• 問題 7：學生是否被要求對資訊進行比較或對比（Compare/Contrast）？
  • Yes $\to$ 分析（Analyze）。
  • No $\to$ 前往問題 16。

第三階段：數據解讀與運算分支

• 問題 8：學生是否需要解讀數據（Data interpretation）（如圖表、數據、情境故事題）？
  • Yes $\to$ 前往問題 9（數據分支）。
  • No $\to$ 前往問題 14。
• 問題 9：是否要求評估數據與情境是否一致、或批判實驗數據與方法的有效性/質量？
  • Yes $\to$ 評鑑（Evaluate）。
  • No $\to$ 前往問題 10。
• 問題 10：是否根據數據建立模型或提出新假說？
  • Yes $\to$ 綜合/創造（Synthesize/Create）。
  • No $\to$ 前往問題 11。
• 問題 11：是否對數據意義歸納出結論，或必須自數據中區分相關與無關資訊？
  • Yes $\to$ 分析（Analyze）。
  • No $\to$ 前往問題 12。
• 問題 12：是否利用數據計算出特定變項的數值？
  • Yes $\to$ 應用（Apply）。
  • No $\to$ 前往問題 13。
• 問題 13：是否僅重新描述數據以證明理解其代表意義？
  • Yes $\to$ 理解（Comprehend）。
  • No $\to$ 返回問題 4 與問題 8。

第四階段：剩餘題型分類

• 問題 14：是否將多個領域的資訊結合以創造新模式/結構/模型？
  • Yes $\to$ 綜合/創造（Synthesize/Create）。
  • No $\to$ 前往問題 15。
• 問題 15：是否預測簡單情境變化後的結果或趨勢？
  • Yes $\to$ 應用（Apply）。
  • No $\to$ 前往問題 16。
• 問題 16：是否以不同於課堂見過的形式（新範例、類比等）轉化概念以展現理解？
  • Yes $\to$ 理解（Comprehend）16。
  • No $\to$ 返回各類別描述交叉核對。

原始題目

• Question 1. Could students memorize the answer to this specific question? Yes: go to question 2. No: go to question 4.
• Question 2. To answer the question, are students repeating nearly exactly what they have heard or seen in class materials (including lecture, textbook, laboratory, homework, clicker, etc.)? Yes ¡ See Remember No: go to question 3.
• Question 3. Are students demonstrating a conceptual understanding by putting the answer in their own words, matching examples to concepts, representing a concept in a new form (words to graph, etc.), etc.? Yes ¡ See Comprehend No: Go back to question 1. If you are sure the answer to question 1 is yes, the question should fit into “remember” or “comprehend.”
• Question 4. Is there potentially more than one valid solution* (even if a “better” one exists or if there is a limit to what solutions can be chosen)? Yes: go to question 5. No: go to question 8.
• Question 5. Are students making a judgment and/or justifying their answer? Yes ¡ See Evaluate No: go to question 6.
• Question 6. Are students synthesizing information into a bigger picture (coherent whole) or creating something they haven’t seen before (a novel hypothesis, novel model, etc.)? Yes ¡ See Synthesize/create No: go to question 7.
• Question 7. Are students being asked to compare/contrast information? Yes ¡ See Analyze No: go to question 16.†
• Question 8. To answer the question, do students have to interpret data (graph, table, figure, story problem, etc.)? Yes: go to question 9. No: go to question 14.
• Question 9. Are students determining whether the data are consistent with a given scenario or whether conclusions are consistent with the data? Are students critiquing validity, quality, or experimental data/methods? Yes ¡ see Evaluate No: go to question 10.
• Question 10. Are students building up a model or novel hypothesis from the data? Yes ¡ See Synthesize/create No: go to question 11.
• Question 11. Are students coming to a conclusion about what the data mean (they may or may not be required to explain the conclusion) and/or having to decide what data are important to solve the problem (i.e., picking out relevant from irrelevant information)? Yes ¡ See Analyze No: go to question 12.
• Question 12. Are students using the data to calculate the value of a variable? Yes ¡ See Apply No: go to question 13.
• Question 13. Are students redescribing the data to demonstrate they understand what the data represent? Yes ¡ See Comprehend No: go back to questions 4 and 8.
• Question 14. Are students putting information from several areas together to create a new pattern/structure/model/etc.? Yes ¡ See Synthesize/create No: go to question 15.
• Question 15. Are students predicting the outcome or trend of a fairly simple change to a scenario? Yes ¡ See Apply No: go to question 16.
• Question 16. Are students demonstrating that they understand a concept by putting it into a different form (new example, analogy, comparison, etc.) than they have seen in class? Yes¡ See Comprehend No: go back through each category or refer to category descriptions to see which fits the best

Semsar, K., & Casagrand, J. (2017). Bloom’s dichotomous key: A new tool for evaluating the cognitive difficulty of assessments. Advances in Physiology Education, 41(1), 170–177. https://doi.org/10.1152/advan.00101.2016