摘要：AbstractThis paper studied and analyzed the separation of Bloom's cognitive level in the final exam questions (items) for KKKQ2114 Mathematics Engineering III (Differential Equation) course using Rasch Mesurement Model. The purpose of this study is to use Rasch Measurement Model as a tool to assists lecturers to develop and monitor the distribution and separation of items across content and task domain based on Bloom's Taxonomy (cognitive skill levels). The construction of the item and responses, as well as the process and content of the item contribute to the classification of an item by Bloom's cognitive level. This study revealed that the separation and the distribution of the final exam questions for KKKQ2114 should be revised because there is a large gap in each cognitive level of Bloom's. The level of difficulty for each cognitive skill also need to be reviewed and adapted to CO and PO of the course.
