Analyzing Assessment Questions in an Arabic Textbook (Communication Skills) for Eight Grade in Jordan According to Bloom's Taxonomy of Levels of Knowledge Aims

Autor/in	Al-hasanat, Hasan AbdRabbeh Ali
Titel	Analyzing Assessment Questions in an Arabic Textbook (Communication Skills) for Eight Grade in Jordan According to Bloom's Taxonomy of Levels of Knowledge Aims
Quelle	In: World Journal of Education, 6 (2016) 2, S.68-81 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Communication Skills; Grade 8; Taxonomy; Knowledge Level; Semitic Languages; Textbook Evaluation; Questioning Techniques; Difficulty Level; Test Items; Interrater Reliability; Cognitive Tests; Academic Standards; Cognitive Processes; Foreign Countries; Jordan + Suchen Sie Ihr Suchwort? Kommunikationsstil; School year 08; 8. Schuljahr; Schuljahr 08; Taxonomie; Wissensbasis; Arabisch; Hebräisch; Befragungstechnik; Fragetechnik; Schwierigkeitsgrad; Test content; Testaufgabe; Interrater-Reliabilität; Kognitiver Fähigkeitstest; Cognitive process; Kognitiver Prozess; Ausland
Abstract	This study aims at analyzing assessment questions included in an Arabic language textbook (Communication Skills) for eight grade in the Jordanian schools according to the levels of knowledge in Bloom's Taxonomy to reveal the percentages of distributing of these questions against this taxonomy. In order to achieve the purposes of this study, the researcher designed the instrument of analysis which he applied to the 520 questions included in the textbook for both first and second semesters. Data was identified, recorded and the results were compared to the standard percentages identified by using the means introduced by the specialists. The results of this study revealed that the textbook questions mostly focused on the lower levels of thinking. Results also showed a graphic disagreement between the percentages of the distribution of the textbook assessment questions and the standard percentages at five levels (Remembering, Understanding and Comprehension, Application, Analysis and Evaluation). In the light of these results, the research recommends that there should be a stronger focus on questions of higher levels of thinking in an Arabic Language textbook for grade eight particularly at the levels of application, analysis and evaluation. It also recommends a gradual increase of balanced questions in any future textbook production, and more content analysis studies should include Arabic language textbooks at all stages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01