Un modelo de prueba escrita que revela capacidades relacionadas con el proceso de aprendizaje

Abstract

Despite the criticisms made by several teachers, the taxonomy originally proposed by Bloom et al and some of its most recent versions, remain largely used in the making of written tests. By employing the concept of «Capability», types of questions for written tests are compared and distinguished with respect to the capabilities required to solve them. This distinction has proved useful for chosing questions that allow a probing of particular capabilities developed during the learning process. Further, in contrast to the use of Bloom's taxonomy, the choice of questions for written tests according to the criteria presented here has shown to be coherent with the recent idea of teaching science as an investigative process.