DETERMINING THE COGNITIVE LEVELS IN ARABIC FINAL EXAMS OF JUNIOR HIGH SCHOOL THIRD GRADE IN THE EDUCATIONAL YEAR 2015-2016 IN IRAN BASED ON BLOOM’S TAXONOMY

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RAHMANI ABDOLRAZAGH; MOHAMMADI ROYA; JALALI FARD SAEIDEH

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Journal: STUDIES IN ARABIC TEACHING AND LEARNING Year:2017 | Volume:1 | Issue:1 Page(s): 11-30

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Title

DETERMINING THE COGNITIVE LEVELS IN ARABIC FINAL EXAMS OF JUNIOR HIGH SCHOOL THIRD GRADE IN THE EDUCATIONAL YEAR 2015-2016 IN IRAN BASED ON BLOOM’S TAXONOMY

Author(s)

RAHMANI ABDOLRAZAGH | MOHAMMADI ROYA | JALALI FARD SAEIDEH | Issue Writer Certificate

Keywords

BLOOM

COGNITIVE DOMAIN

FINAL EXAM

ARABIC LANGUAGE

IRAN BLOOM

COGNITIVE DOMAIN

FINAL EXAM

ARABIC LANGUAGE

IRAN

Abstract

Exams have a fundamental role in the teaching and learning process and are considered as one of the most significant applied tools in the teaching process to assess learners’ capabilities and to measure their success level. They provide useful information to determine the students’ efficiency and competency levels and to help the educators to enhance the educational circumstances. Therefore, preparing exam questions based on a desirable method is regarded as the most significant task that need to be attended by the teachers, and if this task is fulfilled successfully, then the questions can be considered as an appropriate tool to attain target objectives. The present study has attempted to examine the Arabic FINAL EXAM questions of junior high school third grade in humanities and science and mathematics fields in the educational year 2015-2016 based on BLOOM’s 6-level taxonomy in COGNITIVE DOMAIN. The purpose of the study was to find to what extent the FINAL EXAM questions were consistent with the objectives based on which the Arabic book has been compiled. The study applied a descriptive-analytic method. The research tool of the study was based on BLOOM’s 6-level taxonomy in COGNITIVE DOMAIN. The statistical population and the sample of the study were the same, both containing Arabic FINAL EXAM questions of junior high school third grade in humanities and science and mathematics fields in the educational year 2015-2016, the questions were analyzed using frequency and percentage statistical methods. The findings revealed that the designers of the Arabic FINAL EXAM questions of junior high school third grade in the educational year 2015-2016 have greatly focused on lower levels of COGNITIVE DOMAIN like comprehension and application and their focus on higher levels of COGNITIVE DOMAIN like analysis, synthesis and evaluation has been very low. It was also concluded that these questions do not help to enhance and grow students’ mental skills.

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APA: Copy

RAHMANI, ABDOLRAZAGH, MOHAMMADI, ROYA, & JALALI FARD, SAEIDEH. (2017). DETERMINING THE COGNITIVE LEVELS IN ARABIC FINAL EXAMS OF JUNIOR HIGH SCHOOL THIRD GRADE IN THE EDUCATIONAL YEAR 2015-2016 IN IRAN BASED ON BLOOM’S TAXONOMY. STUDIES IN ARABIC TEACHING AND LEARNING, 1(1 ), 11-30. SID. https://sid.ir/paper/265253/en

Vancouver: Copy

RAHMANI ABDOLRAZAGH, MOHAMMADI ROYA, JALALI FARD SAEIDEH. DETERMINING THE COGNITIVE LEVELS IN ARABIC FINAL EXAMS OF JUNIOR HIGH SCHOOL THIRD GRADE IN THE EDUCATIONAL YEAR 2015-2016 IN IRAN BASED ON BLOOM’S TAXONOMY. STUDIES IN ARABIC TEACHING AND LEARNING[Internet]. 2017;1(1 ):11-30. Available from: https://sid.ir/paper/265253/en

IEEE: Copy

ABDOLRAZAGH RAHMANI, ROYA MOHAMMADI, and SAEIDEH JALALI FARD, “DETERMINING THE COGNITIVE LEVELS IN ARABIC FINAL EXAMS OF JUNIOR HIGH SCHOOL THIRD GRADE IN THE EDUCATIONAL YEAR 2015-2016 IN IRAN BASED ON BLOOM’S TAXONOMY,” STUDIES IN ARABIC TEACHING AND LEARNING, vol. 1, no. 1 , pp. 11–30, 2017, [Online]. Available: https://sid.ir/paper/265253/en

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