Concept inventories are designed to assess an individual’s knowledge of topics without the use of calculations. They also are designed incorporate various types of questions that assess single concepts, multiple concepts, the synthesis of concepts, or require reverse reasoning. One framework developed to categorize thinking skills in the cognitive domain is Bloom’s taxonomy (Bloom, 1956; Anderson & Krathwohl, 2001). Researchers and practitioners have developed assessments instruments using the cognitive domain of Bloom’s taxonomy in signals and systems (Ursani, Memon, & Chowdhry, 2014), and integrated the taxonomy with concept inventories (Rhodes & Roedel, 1999).
Anderson, L.W., Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition). New York: Longman.
Bloom, B.S. (1956) Taxonomy of Educational Objectives, the classification of educational goals – Handbook I: Cognitive Domain New York: McKay.
Rhodes, T.R. & Roedel, R.J. (1999) The Wave Concept Inventory- A cognitive instrument based on Bloom’s Taxonomy. Proceedings of Frontiers in Education Conference, 13c1-14-18. Ursani, A.A., Memon, A.A., & Chowdhry, B.S. (2014). Bloom’s taxonomy as a pedagogical model for signals and systems. International Journal of Electrical Engineering Education, 51(2), 162-173.
