References

Chapter 1: Introduction and Vision

• Chin, C. (2007). Teacher questioning in science classrooms: What is the evidence? Journal of Research in Science Teaching, 44(4), 609-644.
• Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in bloom: Implementing Bloom's taxonomy to enhance student learning in biology. CBE—Life Sciences Education, 7(4), 368-381.
• Government of India. (2020). National Education Policy 2020. Ministry of Human Resource Development.

Chapter 2: NEP 2020 and Educational Reforms

• Jena, P. C. (2020). National education policy 2020: A new paradigm in Indian education. International Journal of Advanced Research, 8(8), 1-9.
• Kumar, K. (2020). NEP 2020: A critical appraisal. Economic and Political Weekly, 55(34), 10-13.
• Tilak, J. B. G. (2020). National Education Policy 2020: A critical examination. Social Scientist, 48(1/2), 3-25.
• UNESCO. (2015). Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4. UNESCO.
• Yadav, A. (2021). National Education Policy 2020 and its alignment with sustainable development goal 4. Journal of Exclusive Management Science, 10(1), 1-10.

Chapter 3: CISCE Syllabus and Assessment Guidelines

• Council for the Indian School Certificate Examinations. (n.d.). Analysis of Pupil Performance. CISCE.
• Council for the Indian School Certificate Examinations. (2023). Circular on Introduction of Competency Based Questions in ICSE and ISC Examinations. CISCE.
• EducationWorld. (2023). CISCE to introduce competency-based questions in ICSE, ISC exams. EducationWorld.
• Jagran Josh. (2023). ISC Class 12 Biology Syllabus 2023-24. Jagran Josh.
• Kaushik, S. (2017). A study on the effectiveness of practical work in teaching biological science at secondary level. International Journal of Research in Social Sciences, 7(3), 1-10.
• Verma, A. K., & Kumar, A. (2019). Effect of practical work on academic achievement in biology at secondary level. Journal of Emerging Technologies and Innovative Research, 6(6), 239-242.

Chapter 4: Bloom's Taxonomy for Biology

• Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
• Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. David McKay.
• Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in bloom: Implementing Bloom's taxonomy to enhance student learning in biology. CBE—Life Sciences Education, 7(4), 368-381.
• Momsen, J. L., Long, T. M., Wyse, S. A., & Ebert-May, D. (2010). Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills. CBE—Life Sciences Education, 9(4), 435-440.

Chapter 5: Question Types and Design Principles

• Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied Measurement in Education, 15(3), 309-334.
• Herreid, C. F. (1994). Case studies in science—a novel method of science education. Journal of College Science Teaching, 23(4), 221-229.
• McNeill, K. L., & Krajcik, J. (2012). Supporting grade 5-8 students in constructing explanations in science: The claim, evidence, and reasoning framework for talk and writing. Pearson.
• Sampson, V., & Schleigh, S. (2013). Scientific argumentation in biology: 30 classroom activities. NSTA Press.
• Stanger-Hall, K. F. (2012). Multiple-choice exams: An obstacle for higher-level thinking in introductory science courses. CBE—Life Sciences Education, 11(3), 294-306.
• Wiggins, G., & McTighe, J. (2005). Understanding by design. ASCD.
• Yadav, A., Lundeberg, M., DeSchryver, M., Dirkin, K., Schiller, N. A., & Maier, K. (2007). Teaching science with case studies: A national survey of faculty perceptions of the benefits and challenges of using cases. Journal of College Science Teaching, 37(1), 34-39.
• Zheng, A. Y., Lawhorn, J. K., & Lumley, T. (2008). Application of Bloom's taxonomy in course design and development. Journal of Allied Health, 37(4), 229-234.

Chapter 6: Crafting Questions for Different Cognitive Levels

• Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.
• Lord, T. R., & Baviskar, S. N. (2007). Moving students from information to understanding: A case for the use of concept maps in the science classroom. Journal of College Science Teaching, 36(5), 48-53.
• Tarlinton, D. (2003). Bloom's taxonomy: A practical guide for the classroom. Retrieved from https://www.kurwong.net/pp/2003/bloom.html.

Chapter 7: Designing Balanced Question Papers

• Gronlund, N. E., & Linn, R. L. (1990). Measurement and evaluation in teaching. Macmillan.
• Kubiszyn, T., & Borich, G. (2016). Educational testing and measurement: Classroom application and practice. Wiley.
• Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students. Pearson.
• Notar, C. E., Zuelke, D. C., & Taylor, G. E. (2004). The table of specifications: An essential tool for classroom assessment. Journal of Instructional Psychology, 31(2), 133-138.
• Oosterhof, A. (2003). Classroom applications of educational measurement. Pearson.
• Popham, W. J. (2014). Classroom assessment: What teachers need to know. Pearson.

Chapter 8: Inclusive Assessment and Time Management

• Britton, B. K., & Tesser, A. (1991). Effects of time-management practices on academic performance. Journal of Educational Psychology, 83(3), 405.
• Gregory, G. H., & Chapman, C. (2013). Differentiated instructional strategies: One size doesn't fit all. Corwin Press.
• Hockings, C. (2010). Inclusive learning and teaching in higher education: A synthesis of research. Higher Education Academy.
• Macan, T. H., Shahani, C., Dipboye, R. L., & Phillips, A. P. (1990). College students' time management: Correlations with academic performance and stress. Journal of educational psychology, 82(4), 760.
• Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
• Waterfield, J., & West, B. (2006). Inclusive assessment in higher education: A practical guide. University of Plymouth.

Chapter 9: Evaluating Question Papers

• American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. AERA.
• Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational leadership, 57(5), 13-18.
• Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13-103). American Council on Education.
• Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448.
• Stiggins, R. J. (2001). Student-involved classroom assessment. Prentice Hall.
• Webb, N. L. (2002). Depth-of-knowledge levels for four content areas. University of Wisconsin-Madison.

Chapter 10: Practical Guide and Templates

• Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
• Chappuis, J. (2015). Seven strategies of assessment for learning. Pearson.
• Wiggins, G. (2011). The understanding by design guide to creating high-quality assessments. ASCD.

Chapter 11: Question Classification and Evaluation Guide

• Airasian, P. W., & Russell, M. K. (2008). Classroom assessment: Concepts and applications. McGraw-Hill.
• Gattis, K. (2002). A guide to writing and evaluating multiple-choice and constructed-response test items. National Board of Medical Examiners.
• Linn, R. L., & Miller, M. D. (2005). Measurement and assessment in teaching. Pearson/Merrill Prentice Hall.

Chapter 12: Question Blueprints and Marking Schemes

• Haladyna, T. M. (2004). Developing and validating multiple-choice test items. Lawrence Erlbaum Associates Publishers.
• Mehrens, W. A., & Lehmann, I. J. (1991). Measurement and evaluation in education and psychology. Holt, Rinehart and Winston.
• Thorndike, R. M. (2005). Measurement and evaluation in psychology and education. Pearson.

Chapter 13: Collaborative Activities for Professional Development

• Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
• Guskey, T. R. (2002). Professional development and teacher change. Teachers and teaching, 8(3), 381-391.
• Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational evaluation and policy analysis, 15(2), 129-151.