Abstract
This study aimed to develop a valid android-based Assessment-Link application to help pre-service biology teachers practice skills of biology cognitive test questions based on Revised Bloom’s Taxonomy. The development procedure of the application used Kemp, Morrison, and Ross’ instructional design consisting of nine stages namely instructional problems, learner characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, designing the message, development of instruction, and evaluation instruments. In this study, there were six biology learning assessment experts from Indonesia and Malaysia universities involved in assessing the quality of the Assessment-Link application. The application quality assessment was carried out on three aspects including content, design, and engagement. This result was in a form of an Assessment-Link application product that contained several features namely tutorial, introductory menus, Revised Bloom’s Taxonomy materials, materials of criteria and how to write good test questions, exploration, interactive quiz, and task. The validity test result showed that all aspects of the assessment were in a very good category. Therefore, the Assessment-Link application developed was valid and able to be used to prepare pre-service biology teachers in analysing biology test questions based on Revised Bloom’s Taxonomy.
Highlights
Assessment is an integral part of learning process used to determine whether learning objectives are achieved
Regarding the mastery of the revised Bloom’s taxonomy, 10 students (28.6%) already knew what the revised Bloom’s taxonomy was and 26 students (74.3%) did not know and expressed interest in studying the revised Bloom’s taxonomy. 31 students (93.9%) found difficulties in analysing biology test questions, including analysing cognitive and knowledge domains based on revised Bloom's taxonomy
All students expressed their interest in studying the revised Bloom's Taxonomy and how to analyze biology test questions based on the Revised Bloom's Taxonomy
Summary
Assessment is an integral part of learning process used to determine whether learning objectives are achieved. To carry it out, tools or instruments are required, one of which is a test instrument based on the revised Bloom's taxonomy. Learning indicators in revised Bloom's taxonomy combine the domain of cognitive process and knowledge [1]. Categories and sub-categories in the revised Bloom's taxonomy have changed from nouns to verbs and at the cognitive level category [1]. The use of revised Bloom's taxonomy makes the meaning of learning objectives more dynamic. Kusuma & Rinanza [3] show that the use of the template method can generate questions that are in accordance with the revised Bloom's taxonomy with an accuracy of 81.65%. There has been reported that teachers and pre-service biology teachers still face
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