Using Bloom’s Taxonomy to Evaluate Cognitive Levels in Assessments of Language Programmes: A Case of Mwalimu Nyerere Memorial Academy, Tanzania

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.