{"id":2821,"date":"2025-01-15T08:00:00","date_gmt":"2025-01-15T08:00:00","guid":{"rendered":"https:\/\/atras-univ-saida.dz\/en\/?p=2821"},"modified":"2025-02-05T21:33:59","modified_gmt":"2025-02-05T21:33:59","slug":"assessment-and-cognition-blooms-taxonomy-document-analysis-higher-order-thinking-levels-lower-order-thinking-levels-teachers-examination-questions","status":"publish","type":"post","link":"https:\/\/atras-univ-saida.dz\/en\/?p=2821","title":{"rendered":"Article 20-Issue 01 vol 6 January 2025"},"content":{"rendered":"\n

Identifying the Cognitive Complexity of Teacher-Made Examination Questions through the Lens of Bloom\u2019s Taxonomy<\/strong><\/strong><\/strong><\/h1><\/div><\/div>\n\n\n\n

Khadidja KOUICEM
University of Constantine 1\/Fr\u00e8res Mentouri, Algeria
https:\/\/orcid.org\/0009-0007-6932-0263<\/a>
khadidja.kouicem@umc.edu.dz<\/a>
Khaled BOULAKHAL
University of Constantine 1\/Fr\u00e8res Mentouri, Algeria
khaled.boulekehal@gmail.com<\/a>
https:\/\/orcid.org\/0009-0007-6932-0263<\/a><\/strong><\/p><\/div><\/div>\n\n\n\n

Abstract<\/strong><\/p><\/div><\/div>\n\n\n\n

Bloom’s Taxonomy is widely acclaimed as a framework for ordering learning objectives and promoting the students\u2019 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.<\/p><\/div><\/div>\n\n\n\n

Keywords:<\/strong> Assessment and cognition, Blooms\u2019 taxonomy, document analysis, higher order thinking levels, lower order thinking levels, teachers\u2019 examination questions<\/p><\/div><\/div>\n\n\n

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DOI: https:\/\/doi.org\/10.70091\/Atras\/vol06no01.20
<\/strong><\/h1><\/div><\/div>\n\n\n\n

How to Cite this Paper :<\/strong><\/strong> <\/p><\/div><\/div>\n\n\n\n

Kouicem, K., &\u00a0 Boulekhal , K.\u00a0\u00a0\u00a0 (2025). Identifying the cognitive complexity of teacher-made examination questions through the lens of Bloom\u2019s Taxonomy. Atras Journal<\/em>,\u00a0 6<\/em>(1), 284-300.<\/p><\/div><\/div>\n\n\n\n

References<\/strong>:<\/p><\/div><\/div>\n\n\n\n

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Copyright for all articles published in ATRAS <\/strong>belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS <\/strong>publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS <\/strong>agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

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