Using Bloom’s taxonomy to evaluate the cognitive levels of Primary Leaving English Exam questions in Rwandan schools

Muhayimana, Théophile; Kwizera, Lambert; Nyirahabimana, Marie Rose

doi:10.1007/s41297-021-00156-2

Cited by 11 publications

(11 citation statements)

References 61 publications

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“…Vol 3 Issue 1 ISSN (Online): 2790-7171 , ISSN (Print): 2790-7163 January 2023 Muhayimana et al (2022) researched to analyze the items asked in the primary English six, leaving examinations in all educational institutes of Rwanda administered from 2013 to 2019.…”

Section: Voyage Journal Of Educational Studies (Vjes)mentioning

confidence: 99%

Assessment of Papers of English of Sukkur BISE Sindh, Pakistan: An Exploration of the Reflection of Bloom’s Taxonomy

Zamir

Jan

2023

Voyage Journal of Educational Sciences

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This study aims to assess tenth-grade examination papers of English from the boards of intermediate and secondary education (BISEs) in Sindh through the lens of cognitive domain of Bloom's Taxonomy and to identify examination papers for the reflection of higher-order thinking skills (HOTS) or lower-order thinking skills (LOTS). In quest for answers, the positivist’s philosophical stance is adopted, and the research approach is quantitative. The examination papers from 2015 to 2019 of tenth-grade English were analyzed. The five years papers were collected from Sukkur BISE. Based on the six levels of the Cognitive Domain, a checklist was developed to examine each item in the question paper. The findings reported that questions in English exam papers represented remember-level as the most dominant in the cognitive domain, while other level representation is negligible. Similarly, another finding informed more LOSTS than HOTS in all the examination papers. The suggestions advocate revamping examination paper setting to align the achievement of specific student learning outcomes for meeting competencies of the national curriculum. Future researchers may consider affective domain to elicit the societal impact of exam papers of other subjects and at various levels of education.

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Section: Voyage Journal Of Educational Studies (Vjes)mentioning

confidence: 99%

Assessment of Papers of English of Sukkur BISE Sindh, Pakistan: An Exploration of the Reflection of Bloom’s Taxonomy

Zamir

Jan

2023

Voyage Journal of Educational Sciences

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“…Developers of L2 listening assessments should consider defining and operationalizing these language functions in their test specifications. A useful framework to adapt for this purpose is Bloom's taxonomy, which offers a comprehensive scope for using language in context (e.g., Muhayimana et al, 2022). We highlight this issue in the hope that it will provide food for thought for future theoretical and empirical endeavors in this field.…”

Section: Theoretical Definitionsmentioning

confidence: 99%

The typology of second language listening constructs: A systematic review

Aryadoust

Luo

2022

Language Testing

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This study reviewed conceptualizations and operationalizations of second language (L2) listening constructs. A total of 157 peer-reviewed papers published in 19 journals in applied linguistics were coded for (1) publication year, author, source title, location, language, and reliability and (2) listening subskills, cognitive processes, attributes, and listening functions potentially measured or investigated. Only 39 publications (24.84%) provided theoretical definitions for listening constructs, 38 of which were general or had a narrow construct coverage. Listening functions such as discriminative, empathetic, and analytical listening were largely unattended to in construct conceptualization in the studies. In addition, we identified 24 subskills, 27 cognitive processes, and 54 listening attributes (total = 105) operationalized in the studies. We developed a multilayered framework to categorize these features. The subskills and cognitive processes were categorized into five principal groups each (10 groups total), while the attributes were divided into three main groups. This multicomponential framework will be useful in construct delineation and operationalization in L2 listening assessment and teaching. Finally, limitations of the extant research and future directions for research and development in L2 listening assessment are discussed.

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“…From these data, one of the factors is cognitive function. According to Bloom's Taxonomy, cognitive function is a process of knowing, affecting, and interpersonal aspects (Wilson, 2016;Muhayimana et al, 2022;Prakash & Litoriya, 2022). In aviation navigation services, the safety and accuracy of aircraft movements are essential factors in air traffic (Shi et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The technology is easy to use and reduces education costs (Dayagdag et al, 2019;Antera, 2021). Immersive technology, such as Virtual Reality, Augmented reality, and Mixed Reality, provide experience and engagement to students so that their learning motivation increases (Bryan et al, 2018;Dempo et al, 2022;Muhayimana et al, 2022). In aviation, augmented reality is for aircraft troubleshooting (Rios et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Integration of Augmented Reality and Virtual Laboratory based on the 5E Model and Vark Assessment: A Conceptual Framework

Purwaningtyas¹,

Prabowo²,

Napitupulu³

et al. 2022

JPII

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Engineering education in aviation vocational education builds up skills and attitudes. Students must deal with the laboratory complexity, especially in radar training. Students must understand so much basic knowledge and enhance their skills. The high equipment cost and inflexibility of current learning make radar training less effective and cognitive. Augmented Reality (AR) integrated with laboratory activities is an opportunity to improve learning outcomes for vocational education training in an online learning platform. This study aims to find student learning problems in radar training and propose a framework for integrating virtual radar laboratories with Augmented Reality. This research used a descriptive analysis approach and a literature study. A survey at four Aviation Polytechnics in Indonesia results in cognitive load and troubleshooting skills as the main problem in radar training. The proposed framework concept for laboratory integration with Augmented Reality is added a learning style: the VARK framework and Augmented Reality design with a 5E-based model to make laboratory interaction design. Virtual laboratory integration with Augmented Reality with learning style proposed to enhance laboratory activity to achieve the troubleshooting capability on radar laboratory and make this learning more flexible and personalized.

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Using Bloom’s taxonomy to evaluate the cognitive levels of Primary Leaving English Exam questions in Rwandan schools

Cited by 11 publications

References 61 publications

Assessment of Papers of English of Sukkur BISE Sindh, Pakistan: An Exploration of the Reflection of Bloom’s Taxonomy

Assessment of Papers of English of Sukkur BISE Sindh, Pakistan: An Exploration of the Reflection of Bloom’s Taxonomy

The typology of second language listening constructs: A systematic review

The Integration of Augmented Reality and Virtual Laboratory based on the 5E Model and Vark Assessment: A Conceptual Framework

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