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ERIC Number: ED444429
Record Type: Non-Journal
Publication Date: 1999-Dec
Pages: 23
Abstractor: N/A
Reference Count: N/A
The Distribution of Undergraduate Examination Questions among the Specified Cognitive Levels: A Case of an African University.
Takona, James P. ole
This study analyzes examination questions and papers in 12 academic departments and seven faculties at a Kenyan (Africa) state university between the 1989-1990 and the 1994-1995 academic years, charging that the findings reveal impoverished university training. The paper argues that the emphasis in most examinations is on the lower mental skills, as defined by Bloom's taxonomy, and is evidence that university training is little more than a four-year rote learning program. It charges that the university examination system groups students into classifications and measures performance level within a narrow criteria that does not recognize improvement of student thinking skills as the primary goal of education. The research design coded examination questions and papers using one independent variable (the academic faculty or department) and six dependent variables that corresponded to Bloom's taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation). Analyses of the data were conducted separately for each of the seven departments. The results indicated that most examination questions in this representative state university dwell on lower-order mental processes, although examinations in applied fields had higher-order questions. The paper offers the suggestion that university instruction be redesigned to focus on the quality of graduates rather than on the quality of entering students. (Contains 31 references.) (CH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A