Cognitive Levels of Questions Used by Iranian EFL Teachers in Advanced Reading Comprehension Tests

Autor/in	Khorsand, Narjess
Titel	Cognitive Levels of Questions Used by Iranian EFL Teachers in Advanced Reading Comprehension Tests
Quelle	(2009), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Comprehension; Language Tests; Advanced Students; Classification; Cognitive Processes; Thinking Skills; Teaching Methods; Foreign Countries; English (Second Language); Second Language Learning; Questioning Techniques; Difficulty Level; Language Teachers; Student Evaluation; Tables (Data); Critical Thinking; Critical Reading; Second Language Instruction; Educational Objectives; Iran + Suchen Sie Ihr Suchwort? Leseverstehen; Language test; Sprachtest; Fortgeschrittener; Classification system; Klassifikation; Klassifikationssystem; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Befragungstechnik; Fragetechnik; Schwierigkeitsgrad; Language teacher; Sprachunterricht; Schulnote; Studentische Bewertung; Tabelle; Kritisches Denken; Kritisches Lesen; Fremdsprachenunterricht; Educational objective; Bildungsziel; Erziehungsziel
Abstract	This study examined the cognitive levels of questions used by Iranian EFL teachers in advanced reading comprehension tests. Twenty teachers participated in this study and generated 215 questions which were then categorized according to Bloom's taxonomy. This taxonomy consists of six major categories which starts from the simplest behavior to the most complex. The lowest three levels are: knowledge, comprehension, and application. The highest three levels are: analysis, synthesis and evaluation. The results of this study showed that the most dominant question type was the "knowledge" (54.21%) followed by "comprehension" questions (38.74%). This indicated that, 92.43% of questions aimed at the first two levels of the taxonomy. Next to these two levels, the teachers' questions aimed at "synthesis" (2.33%), "application" (1.86%), "evaluation" (1.39%) and "analysis" (0.47%) level, respectively. According to this analysis only 4.19% Iranian EFL teachers-generated questions were directed toward the highest three levels of Bloom's taxonomy, and 95.81% questions were aimed at the three lowest levels of Bloom's taxonomy. So, this study indicated that Iranian EFL teachers were aiming their teaching and testing primarily at the lowest cognitive levels. The importance of developing higher level thinking skills was discussed and suggestions were offered. One appendix is included: (1) Table: Frequency of Teachers' Questions. (Contains 2 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10