Designing Online Quiz Questions To Assess a Range of Cognitive Skills

Abstract

A brief narrative description of the journal article, document, or resource. This paper discusses the design and pedagogy underpinning the use of online quiz items in which students are presented with a range of questions designed to enhance understanding of complex linguistic constructions. It explores the design of different types of quiz questions from the perspective of pedagogy and cognitive demand. The particular types of questions presented in this online learning setting demonstrate a formative approach to assessment, closely integrated with learning processes. A matrix of questions is presented using Bloom's taxonomy showing the type of question, pedagogical underpinnings and cognitive skills required. The implication of the paper is that automated quiz type questions do not necessarily imply a narrow focus on recall, but can be designed to assess a range of learning processes.