Language assessment through Bloom’s Taxonomy

Dinçay Köksal, Ömer Gökhan Ulum

Abstract


The significance of Bloom's taxonomy is ingrained in developing assessments that measure higher and lower level cognitive skills. Since it is important to assess how well students master the information within the levels of the taxonomy, in this study, the higher and lower levels of Bloom's taxonomy are presented and whether the exam questions of General English courses are based on both higher and lower order thinking levels is detected. This study was carried out through both quantitative and qualitative methods of data collection. The findings of the study suggested that the analyzed exam papers lacked the higher level cognitive skills contained in Bloom’s Taxonomy. Through the findings, some assumptions have been made with the aim of suggesting how the exam papers which are being written or will be written should refer to Bloom’s taxonomy. 


Keywords


Bloom’s Taxonomy, Language Assessment, Exam Questions, Assessment

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References


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