Date(s) - Monday September 10
1:00 pm - 3:00 pm

TCU Campus Store, Room 208

Koehler Center Outcomes 1.2, 2.2Why do we give students exams? What can a well-crafted exam tell instructors about student learning? As instructors, an important goal is for students to develop and utilize a range of cognitive processes in their learning. However, many exams and assessments only require students to employ lower-order cognition, such as remembering and understanding.

In this workshop, we will use Bloom’s Taxonomy for Teaching, Learning, and Assessment to build exams that give students opportunities to employ higher-order cognitive skills, and that provide meaningful information about student learning. We will also discuss ways to help students improve their study skills and enhance their metacognition. To do this we will work through three stages: 1) constructing a stronger exam by considering cognitive levels and question types, 2) using exam results as feedback to inform instructional choices and pedagogical practice, and 3) helping students become more aware of their own thinking and the required cognitive processes in order to better answer questions and improve learning.

*You are encouraged to bring a recent copy of an exam to evaluate.

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