Bakhtiyar Habib; Hemin Ismail
Abstract
The research aims to verify the extent to which the final exam covers cognitive objectives at their different levels, based on Bloom's classification. (52) exams were analyzed from ...
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The research aims to verify the extent to which the final exam covers cognitive objectives at their different levels, based on Bloom's classification. (52) exams were analyzed from the final exams for the two departments (History and Geography) in the College of Education for the academic year (2021-2022), which contained (565) questions. The analysis was conducted according to Bloom's classification of cognitive levels (reminder, understanding, application, analysis, synthesis, evaluation). In this study, the researchers relied on the descriptive analytical method, using the percentage and Scott's equation. The researchers found that the level of knowledge that obtained the highest repetitions (267) at a rate of (47.2%), and the level of understanding reached (165), (29.2%), while the level of application reached (63) for (11%), while the level of application reached (63) (11%), the frequency of the analysis level was (45) at a rate of (8%), while the level of the synthesis got (14) iterations at a rate of (2.6%) while the evaluation level got (11) recurrence at a rate of (1.9%), as for the diversity of final exams questions in the two sections (history and geography) between objective and essay questions amounted (44%) for objectivity and (56%) for the essay. In the result, the researchers recommended the need to take care of the cognitive levels of Bloom’s classification and give it great importance, which need teachers to access the sources and books of measurement, evaluation and tests, and the need to diversify questions between objective and essay, which should include the content of the materials.
