Neither Bloom's Taxonomy nor the BBT describe all of the steps needed to construct a valid HOCS question, nor do they address some of the ideas about HOCS questioning that matter to biologists, such as question difficulty.
To control for any potential effects of question difficulty, we entered question difficulty as a covariate in the analyses comparing performance across question types.
Question difficulty did not significantly influence performance in either of these comparisons (ts < 1.43, ps > 0.15, BFs01 > 3).
Question difficulty did not significantly influence performance in any of these comparisons (ts < 1.60, ps > 0.11, BFs01 > 2.8).
This finding suggests that in the multiple-choice vocabulary questions, the question options, especially the distractors, are the most important factors for determining the question difficulty.
Money-maximizing behavior in the experiment sorts subjects by academic ability, as measured by performance on verbal analogy questions, across two levels of question difficulty.
The results revealed that generating questions using different generation strategies (class, terminology, and property) appear to affect the question difficulty and discrimination obtained using the CTT and IRT.
Therefore, this section investigates the effect of the level of question in Bloom's taxonomy on the question difficulty and discrimination.
From a viewpoint of the question difficulty, the average difficulty index of the MQs was 0.51 which was a moderate value and close to that of the HQs, 0.53.
In the cases where question difficulty could not be matched exactly, based on the assumption that students would perform best on questions they had seen most often and worst on questions they had seen least often, we arranged the questions so that the hardest question appeared as the prequestion and the easiest question appeared as the quiz-only question.
