ANALYSIS OF SENIOR SECONDARY EXAMINATION QUESTIONS ACCORDING TO REVISED BLOOMS TAXONOMY COMPLEXITY
DOI:
https://doi.org/10.29121/granthaalayah.v8.i3.2020.136Keywords:
Critical Thinking, Instructional Evaluation, Chemistry, Examination, Cognitive SkillsAbstract [English]
In this paper attempt is made to investigate summative examination questions of grade 11 according to cognitive complexity. Total 12 senior secondary schools grade 11 question papers of the academic year 2018-19 end exams are considered in the present study. Total 384 questions are asked. In the present study conducted - theory based content analysis and qualitative methodology is employed by using revised Bloom’s taxonomy of cognitive objectives. Higher order thinking, middle order thinking and lower order thinking skills based questions are structured. The present research is guided by research question “What kind of cognitive skills and knowledge do grade 11 examination questions require?” Result of the study reveals that year end examinations are demanding. 52% questions are from higher order cognitive skills. Revised Bloom’s Taxonomy is used for designing the assessment tool. The two higher order thinking skills categories should be more evenly present in the exam.
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References
Prashant Thote Study of Blooms Taxonomy Levels Assigned to Examination at Senior Secondary Level, Journal of Research Extension and Development, 2249-8125.
Prashant Thote, An Analysis of Chemistry Question Paper at Senior secondary Level: A Case Study, Journal of Research Extension and Development, 2319-1899.
Prashant Thote, Assessment of Critical thinking in Chemistry in class XII students at private Secondary School in Central India, Journal of Research Extension and Development, 2319-1899.
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