Evaluation of Cognitive Domain in Objective Exam of Physiotherapy Teaching Program by Using Bloom's Taxonomy

Abstract

Abstract Objective For the development and growth in conceptual understanding of education, evaluation is one of the key factors of it. Improving a student's cognitive level is highly dependent upon the questions being asked in exams. The primary aim of this study is to analyze the cognitive level of physiotherapy exam papers using Bloom's taxonomy. Material and Methods The study was performed in a Private Medical University, Doctor of Physical Therapy Program in all 5 years of mid-term examination of 2019. One thousand and eighty multiple-choice questions were evaluated on revised Bloom's taxonomy of cognitive domain. Results It was found that most lower order cognitive questions were asked from first- and second-year students, whereas third- to fifth-year students were asked higher order cognitive questions ranging from 27.5 to 38%. Conclusion The examination analyzed the efficacy of education being provided. It helped in finding the subject content that needs greater emphasis and clarification. The faculty should give consideration on higher order cognitive level questions to encourage critical thinking among students and the medical colleges should develop the policy on construction of question papers according to the goal of each study year.