Using Bloom’s taxonomy to evaluate the cognitive levels of Primary Leaving English Exam questions in Rwandan schools
Using Bloom’s taxonomy to evaluate the cognitive levels of Primary Leaving English Exam questions in Rwandan schools
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DOI：
10.1007/s41297-021-00156-2
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发表时间：
2022-01-19
影响因子：
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通讯作者：
Nyirahabimana MR
中科院分区：
文献类型：
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作者：
Muhayimana T;Kwizera L;Nyirahabimana MR
本定性研究调查了2013年至2019年卢旺达学校英语小学六年级毕业考试中使用的问题的认知水平。我们使用修订后的布鲁姆分类法仔细检查了574个考试问题的认知水平。结果显示，低阶思维技能（LOTS）试题的比例（98.79%）明显高于高阶思维技能（HOTS）试题的比例（1.21%）。该研究解决了当前文献中关于高风险和问责驱动的评估实践的空白，这些评估实践涉及后殖民背景下使用英语作为课堂语言和课程改革的语言教育政策。特别是，该研究为教育从业者和决策者提供了有助于编写高质量考试的知识体系，这些考试可能会促进有效的教学，提高学生的学习水平，并在学校内外取得成功。
This qualitative study investigates the cognitive levels of the questions used in the English primary six leaving examinations administered in Rwandan schools from 2013 to 2019. We used the revised Bloom’s Taxonomy to scrutinize the cognitive levels of 574 exam questions. The findings revealed a remarkable predominance of the lower-order thinking skills (LOTS) (98.79%) over the higher-order thinking skills (HOTS) exam questions (1.21%). The study addresses the gap in the current literature on high-stake and accountability-driven assessment practices regarding the language educational policies involving the use of English as a classroom language and curriculum reforms in postcolonial contexts. In particular, the study provides education practitioners and decision-makers with a body of knowledge conducive to writing high-quality exams that are likely to boost effective instruction and higher student learning and success in schools and beyond.