Abstract:
The current principles of assessment emphasize examinations designed with a
competency-based approach, which focuses on the learners’ ability to apply
specific skills in different contexts. Thus, examination setters are recommended
to construct questions based on the table of specifications, which displays a
number of questions varying from various levels of cognitive function. These
questions are expected to engage learners in deeper and analytical thinking
processes. One way to do this is to construct the questions within the agreed
balance among the six levels of the cognitive domain. This study examines the
degree to which the semester examination questions from modules in the
Higher Learning institutions reflect the balanced skills needed, taking MNMA as
a case. The study used a qualitative approach and a case study design.
Eighteen (18) semester examination modules of Higher Diploma and Bachelor's
Degree in Kiswahili and English Language candidates were purposively sampled
for document review. A total of 747 questions were analysed contently
grounded on the cognitive domains of the revised Bloom Taxonomy by
categorizing them in Higher Order of Cognitive Questions (HOCQs),
Intermediate Order of Cognitive Questions (IOCQs), and Lower Order of
Cognitive Questions (LOCQs). The findings revealed a remarkable
predominance of LOCQs (68%) over the IOCQs (28.8%) and HOCQs (4%).
These findings imply a gap between educational reforms (e.g., Competency
Based Approach) and assessment practice. Moreover, this study recommends
that Higher Learning Institutions reflect on the examination setting standards
for practical and functional assessment.
