Identifying the Cognitive Complexity of Teacher-Made Examination Questions through the Lens of Bloom’s Taxonomy
DOI:
https://doi.org/10.70091/Atras/vol06no01.20Keywords:
Assessment and cognition, Blooms’ taxonomy, document analysis, higher order thinking levels, lower order thinking levels, teachers’ examination questionsAbstract
Bloom's Taxonomy is widely acclaimed as a framework for ordering learning objectives and promoting the students’ higher-order thinking skills. The current study aims to investigate the categories of the examination questioning patterns formulated by teachers of Master in Foreign Language Didactics at the Department of English at Constantine 1, Mentouri Brothers University. Notably, the study seeks to find out the extent to which the teachers prioritize lower-order thinking levels versus higher-order thinking levels in their assessments. Based on general perspectives and observations, it was hypothesized that the teachers predominantly design examination questions that fall within the lower-order thinking levels of Bloom's Taxonomy, emphasizing rote memorization over critical thinking. To test this research hypothesis, a document analysis was conducted on ten selected examination papers. The study findings revealed a significant inclination towards lower-order thinking levels and a lack of emphasis on higher-order thinking skills, particularly in the level of creating questions. Accordingly, integrating higher-order thinking skills and aligning assessments with learning objectives are essentially required to foster critical thinking and ensure a more profound understanding among students.
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