An Evaluation of the Algerian EFL Baccalaureate Exam under the Cognitive Domains of Bloom's Taxonomy

Autor/inn/en	Belarbi, Fatine Merieme; Bensafa, Abdelkader
Titel	An Evaluation of the Algerian EFL Baccalaureate Exam under the Cognitive Domains of Bloom's Taxonomy
Quelle	In: Arab World English Journal, 11 (2020) 4, S.534-546 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Belarbi, Fatine Merieme)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Taxonomy; Second Language Learning; Second Language Instruction; English (Second Language); Thinking Skills; Test Construction; Foreign Countries; Language Tests; Language Proficiency; High Stakes Tests; Secondary School Students; Content Analysis; Item Analysis; Algeria + Suchen Sie Ihr Suchwort? Taxonomie; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Denkfähigkeit; Testaufbau; Ausland; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Sekundarschüler; Inhaltsanalyse; Itemanalyse; Algerien
Abstract	The Algerian English foreign language (EFL) baccalaureate is a high stake exam that assesses both students' learning and their critical thinking skills. Thus, devising appropriate and effective exam questions may be a problematic issue for tests designers. Under the requirements of the current Algerian English curriculum, the exam questions must cover the lower and higher-order thinking skills of Bloom's taxonomy. On this basis, this research paper seeks to investigate the effectiveness of the EFL baccalaureate exam papers, and aims to answer the research question: 'To what extent does the Algerian EFL Baccalaureate exam paper cover the lower and higher-order thinking skills of Bloom's taxonomy?' This research is a descriptive content analysis; the researcher analyzed the exam questions of the Algerian EFL Baccalaureate under the cognitive domains of Bloom's taxonomy. This study is significant as it helps tests' designers to design practical EFL exams that develop students' thinking skills and language competencies. The findings of this study revealed that the EFL baccalaureate exam does not establish the students' higher-order thinking skills and does not assess their communicative abilities. Accordingly, some recommendations are suggested to hopefully help test designers to improve the quality of the EFL Baccalaureate questions. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01