Thanks for your comment.

What I am trying to achieve is a fast and simple analysis of the make up of tests and examinations. So what I would envisage is this you go through the examiantion and under the verbs put in the mark score for the the verb.
For example Q1. List four elements that are gases at room temperature (4 marks).
So beside Q1 you would put 4 under list and so on.
Then in the remember taxonomic level your would total up all the score and then calculate this as a percentage of the total mark for the paper.
In the end what you should have is a break down of the marks allocated for the paper against different taxonomic levels:
eg.
Remembering – 35%
Understanding – 40%
Applying – 0%
Analysing – 25%
Evaluating – 0%
Creating – 0%
At this point you can consider the construction of your test/exam and whether it is meeting the learning outcomes you have for your course/class.

I hope this helps

A

But I am not clear on your point counting methods. My assumption is that each line in your spreadsheet is an essay question, and as you go through the answer, you mark 1 under each column where the student has demostrated this “verb” in the answer. However, it also seems that you’re thinking of it as a way to assess the test questions themselves to see what they are really measuring against what you wanted to measure, and then perhaps giving more value to one question over another.

I need more time to sit with this and think about how to use it, but I imagine you’ll be developing it further as well, so I’ll stay tuned.