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The wave concept inventory -a cognitive instrument based on bloom's taxonomy

机译：波浪概念库存-A基于盛开的分类的认知仪器

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The Foundation Coalition at Arizona State University has developed a new instrument to measure the cognitive development of electrical engineering students in the area of wave phenomena. Originally, the objective was to measure the differencebetween a novel upper division course offering which integrated an introduction to the properties of electronic materials and the first course for Electrical Engineering majors in electromagnetic engineering. The instrument consists of 20 multiple choicequestions with multiple correct answers in many of the situations presented. In fact, choosing more than one correct answer correlates with an increased understanding of the material. The knowledge of the multiple correct answers has been tied to thelevels of learning as presented by Bloom's Taxonomy of Educational Objectives. That is, a student that has a higher level of understanding of a particular concept is more likely to correctly choose the multiple correct answers. However, students choosinga higher level answer before a lower level answer is not likely to understand the concept at the higher level. In other words, the student may be guessing. This paper describes how the questions are tied to the levels of learning and presents a discussion of the focus group conducted on the instrument in order to verify the wording of the instrument.
机译：亚利桑那州立大学的基金会联盟开发了一种新的仪器，可以测量波浪现象领域电气工程学生的认知发展。最初，目的是衡量一个新型高级课程的差异，综合了电子材料的特性介绍以及电磁工程中的电气工程专业第一课程。该仪器由20个多种选择标记组成，许多情况下具有多种正确答案。事实上，选择多个正确答案与对材料的了解增加相关。在盛开的教育目标的分类学分类所呈现的情况下，对多个正确答案的了解已与学习的感觉联系在一起。也就是说，对特定概念更高的理解水平更有可能正确选择多个正确答案的学生。然而，在较低级别的答案之前，学生选择更高的级别答案不太可能在更高级别的概念。换句话说，学生可能会猜测。本文介绍了如何与学习级别相关联的问题，并讨论仪器上进行的焦点组，以验证仪器的措辞。

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