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Direct linkDymond, Benjamin Z.; Swenty, Matthew; Carroll, J. Chris – Journal of Civil Engineering Education, 2020
The objectives of this study were to investigate the cognitive Bloom's taxonomy levels achieved in an introductory reinforced concrete design course, determine if the Bloom's levels assigned to the same exam questions by different professors varied, characterize student performance in relation to Bloom's levels, and quantify the Bloom's level…
Descriptors: Comparative Analysis, Introductory Courses, Design, Engineering Education
