<![CDATA[The courses “Introduction to the Oil & Gas Industry” and “New and Renewable Energy” are taught to first-semester students in the Diploma III Program in Oil and Gas Processing Engineering at the College of Oil and Gas Technology. The Course Learning Outcomes (CLOs) specify the “Application” level (C3) in Bloom’s Revised Taxonomy as the highest cognitive target. However, the cognitive levels and quality of the course’s multiple-choice question bank have not yet been systematically evaluated based on these targets. This study aims to analyze the cognitive level and quality of 50 multiple-choice questions from this question bank. A descriptive content analysis combining quantitative categorization and qualitative expert review methods using a content analysis approach was employed, integrating qualitative expert assessments with frequency and percentage calculations. One reviewer with expertise in educational assessment and evaluation and one in chemical engineering reviewed the questions by evaluating their clarity, question wording, answer choices, and question construction, and classified each question into levels C1 through C3. The findings indicate a predominance of inquiries at the “Recall” (C1, 50%) and “Understanding” (C2, 40%) stages, with a lesser share at the “Application” (C3, 10%) stage; while this distribution corresponds with the CLO, which designates C3 as the maximum, it suggests that higher-level inquiries are still lacking. 76% of the items met quality standards for clarity and question wording, 82% for answer options, and 68% for overall structure; the remaining items required revisions because of issues such as inconsistent terminology, ineffective distractions, non-uniform "all of the above" choices, and unclear instructions in the question stem. The study concludes that while the item bank is in line with the learning objectives of the course, further empirical testing on difficulty, discriminative ability, and reliability is required before it can be implemented.]]>
Copyrights © 2026
