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ERIC Number: ED507869
Record Type: Non-Journal
Publication Date: 2009
Pages: 18
Abstractor: As Provided
Reference Count: 15
ISBN: N/A
ISSN: N/A
Cognitive Levels of Questions Used by Iranian EFL Teachers in Advanced Reading Comprehension Tests
Khorsand, Narjess
Online Submission
This study examined the cognitive levels of questions used by Iranian EFL teachers in advanced reading comprehension tests. Twenty teachers participated in this study and generated 215 questions which were then categorized according to Bloom's taxonomy. This taxonomy consists of six major categories which starts from the simplest behavior to the most complex. The lowest three levels are: knowledge, comprehension, and application. The highest three levels are: analysis, synthesis and evaluation. The results of this study showed that the most dominant question type was the "knowledge" (54.21%) followed by "comprehension" questions (38.74%). This indicated that, 92.43% of questions aimed at the first two levels of the taxonomy. Next to these two levels, the teachers' questions aimed at "synthesis" (2.33%), "application" (1.86%), "evaluation" (1.39%) and "analysis" (0.47%) level, respectively. According to this analysis only 4.19% Iranian EFL teachers-generated questions were directed toward the highest three levels of Bloom's taxonomy, and 95.81% questions were aimed at the three lowest levels of Bloom's taxonomy. So, this study indicated that Iranian EFL teachers were aiming their teaching and testing primarily at the lowest cognitive levels. The importance of developing higher level thinking skills was discussed and suggestions were offered. One appendix is included: (1) Table: Frequency of Teachers' Questions. (Contains 2 tables.)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran