Measuring cognitive levels in high-stakes testing: a CDM analysis of a university entrance examination using Bloom’s Taxonomy

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dc.contributor.authorRavand, Hamdollah
dc.contributor.authorShahi, Reza
dc.contributor.authorEffatpanah, Farshad
dc.contributor.authorMoghadamzadeh, Ali
dc.date.accessioned2025-09-29T10:04:26Z
dc.date.available2025-09-29T10:04:26Z
dc.date.issued2025-09-17
dc.description.abstractThe aim of this study was twofold. First, this study explored the potential use of a high-stakes multiple-choice test for measuring cognitive complexity by using Bloom’s Taxonomy and applying cognitive diagnostic models. Second, it investigated the interplay of cognitive complexity with gender and item difficulty. Data from 1,000 applicants to English PhD programs were analyzed. Six experts coded test items based on the cognitive levels they target. Q-matrices were constructed, one for each expert, specifying item-cognition relationships. The G-DINA model was used to assess these relationships. Based on the best-fitting Q-matrix, 27% of the items measured the lowest cognitive level (Remember), 50% measured Understand, and 23% measured Analyze levels. Test takers demonstrated mastery of these levels by 56, 39, and 28%, respectively. Findings indicated that the test primarily assessed lower levels of Bloom’s Taxonomy. In addition, the results showed that male test takers outperformed female counterparts at higher levels. Furthermore, the analysis showed that cognitive complexity contributed to item difficulty. Finally, implications were discussed, and suggestions were made.en
dc.identifier.urihttp://hdl.handle.net/2003/44008
dc.language.isoen
dc.relation.ispartofseriesFrontiers in education; 10
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectBloom’s Taxonomyen
dc.subjectLevels of cognitionen
dc.subjectMCQen
dc.subjectItem difficultyen
dc.subjectGenderen
dc.subjectCognitive diagnostic modelsen
dc.subject.ddc360
dc.subject.ddc370
dc.subject.rswkTaxonomie
dc.subject.rswkKognitive Kompetenz
dc.subject.rswkPrüfung
dc.subject.rswkGender
dc.titleMeasuring cognitive levels in high-stakes testing: a CDM analysis of a university entrance examination using Bloom’s Taxonomyen
dc.typeText
dc.type.publicationtypeResearchArticle
dcterms.accessRightsopen access
eldorado.dnb.deposittrue
eldorado.doi.registerfalse
eldorado.secondarypublicationtrue
eldorado.secondarypublication.primarycitationRavand, H., Shahi, R., Effatpanah, F., & Moghadamzadeh, A. (2025). Measuring cognitive levels in high-stakes testing: a CDM analysis of a university entrance examination using Bloom’s Taxonomy. Frontiers in Education, 10, Article 1644811. https://doi.org/10.3389/feduc.2025.1644811
eldorado.secondarypublication.primaryidentifierhttps://doi.org/10.3389/feduc.2025.1644811

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