Title of article :
UsingBloom’sRevisedCognitiveSkillsTaxonomyToEvaluateIranianStudents’Pre-UniversityEnglishTextbookandUniversityEntranceExams
Author/Authors :
Sadighi, Shiva Shiraz Azad University , Yamini , Mortaza DepartmentofEnglish - Islamic Azad UniversityShiraz, Iran , Sadegh Bagheri, Mohammad DepartmentofEnglish - Islamic Azad UniversityShiraz, Iran , Zamanian, Mustafa DepartmentofEnglish - Islamic Azad UniversityShiraz, Iran
Abstract :
ThepriorityattributedtotheuseofBloom’srevisedcog-nitiveskillstaxonomyinanyeducationalsystemandthescarcityofresearchonthistypeoftopicinourEFLcontext,theresearchersat-temptedtoconductthisstudy.Ourprimaryobjectivesrevolvedaroundthesedimensions.Toexamineifthepre-universityteachingmaterials(English1and2)assignedandemployedbytheteacherstoteachtheirstudentsatShirazfollowedBloom’shierarchy.Likewise,theresearchersattemptedtocheckiftheUniversityEntranceExamsadministeredev-eryyearofscreeningtheregisteredcandidatestoentertheuniversities inIranwascompatiblewiththistaxonomy.Finally,tocheckifthedif-ferencesbetweenthetwodichotomies(lowerandhigher)inthetextbookwerestatisticallysignificant.Toachievethesegoals,thecontentofthetextbookandthatofgeneralandEnglishmajors’testswereevaluatedagainstBloom’sRevisedTaxonomy.Analyzingthedatathroughde-scriptivestatisticsandaChi-squaretestappliedtodatagatheredfromtheEnglishbook,theresultsshowedthatthecontentofthebookwasnotalignedwiththeorderofBloom’sthinkingskills.Thehierarchystartsfromlowerorder:remembering,understanding,andapplyingto-wardshigherorder:analyzing,evaluating,andcreating.Likewise,theanalysisoftheuniversityentranceexams’contentdidnotrevealanycongruitywithBloom’shierarchy.SonoagreementbetweenthetwosourcesofinputwithBloom’slearningobjectiveswaswitnessed.Peda-gogicalimplicationsandrecommendationsarepresented.
Keywords :
textbookevaluation , Bloom’srevisedtaxonomy , universityentranceexams , Teachingmaterials
Journal title :
Journal of Studies in Learning and Teaching English
