Volume Two - Academic Conferences

Ahmed Salem
assignment dates and time tables, and first day materials (as proposed by Laurie Richlin, (2006)). All
materials are made available for the students to download on their Mobile sets for constant
consultation and to follow up the course’s activities time table. In addition, the course has two
assigned books, Smart Quiz system and an ever-growing quiz bank that the students contribute to.
The students are allowed to install the Smart Quiz system on their Mobile sets and can keep a copy of
their contribution to the quiz bank to practice timely.
3. Questions bank
3.1 Domains of learning
In 1950s, Bloom, B. S., & Krathwohl, D. R. published a taxonomy of cognitive educational objectives
that was composed only of two domains. However, Anderson, L. W., and Krathwohl, D. R. (2001)
stated the Bloom’s complete domains of learning as the following three domains: cognitive (about
knowing), affective (about attitudes and feelings), and psychomotor (about doing). Each domain is
composed of several levels of learning. Each level of learning is achieved through practicing a set of
action verbs (Barry W. McNeill,et. al (2002),. Bloom, Benjamin S et. al. (1956), and Bloom, B. S., &
Krathwohl, D. R.(1956)), by the learner. These domains have been developed in so many details
afterward with many different levels for each. The version of Bloom’s Taxonomy of learning domains
(BTLD) in this paper is a modified version of those offered in Anderson, L. W., & Krathwohl(2001),
Laurie Richlin (2006), and Salem, A. Z. (2011). The ten specific levels we use herein are: Access,
Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation, Receiving, Responding,
and Valuing. They are chosen to cover all the three domains. The action verbs for each level are
those adopted by Barry W. McNeill et. al. (2002) and Robert Kleinsasser (1996). The class activities
that help the learning performs these action verbs we adopt here are those proposed by Salem, A. Z.
(2011).
3.2 Design of the questions bank
The questions bank is built based on the reading material of the course. It targets the previously
mentioned BTLD levels. Every question in the quiz bank is represented by a data structure that allows
for the following data fields:
The question body: This is a text form, a fill in the spaces form, or a question statement related to
a figure that appears in a pop up window.
The available answer choices: This is a list of all possible choices other than the correct answer.
The system can pick up any number from three choices up to seven, according to the teacher
setting of the system.
The correct answer indicator: This is a pointer that refers to the right answer. It is dynamically
updated as the question possible answers list is shuffled upon initialization.
The question BTLD level: This is an earmark for every question to indicate what level of the BTLD
it addresses (A: for access, K: for knowledge, C: for comprehension... and so on). This allows the
teacher to select the level of the quiz. For instance, it could be a pure knowledge level quiz, a
comprehension level quiz, and so on, or any mixture of the levels as shown by Salem, A. Z.
(2011).
The chapter name: This field indicate the reading materials of the course that this question
belongs to.
The student question’s grade: The earned grade is stored in this field.
The date it was originated: This filed hold a history log of the original and updating dates of the
question modifications.
The source of the question: The question bank is initially constructed by the teacher. However,
the students are allowed to add to the bank, pending the teacher approval.
The author of the question: This could be the teacher, a student, or an author of the course
material.
ABET classification symbol: This is an indication of the ABET objective level the question
addresses.
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