Abstract

The objective of the present research study was to analyze the reasoning level and the cognitive dimension present in written questions formulated in the 2018 pedagogy degrees evaluation procedures from a Chilean university. The methodology used was quantitative, exploratory, and descriptive. The sample consisted of 1070 questions from 137 evaluation procedures. The frequency and percentage of the questions was calculated and the cognitive process dimensions demand on students was estimated. The results showed that the most elemental dimension related to remembering information was the most frequent (55.8%) in the questions. The upper level taxonomy dimensions (apply, analyze, evaluate and create) were found in 16.6% of the questions. It is concluded that professors instruct basic skills mainly in pedagogy degree students.