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A case study of exam test items from different perspectives in Afghanistan: Analysis of test items of math in grade seven in relation to Bloom’s Taxonomy
Karlstad University.
2013 (English)Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
Abstract [en]

Teachers assess and try to judge their students as how much s/he learns, s/he passes or fails, and as well judgment of how much the students who learn in class. Based on exam test items teachers receive equality in education in a class. The test items which are made by individual teachers as to the learning of learners are assessed. The exam test items are different from each other. So the exams are not standardized, mathematic is seen as an abstract subject in particular. The experience of almost all the educated layer is that the context of the textbook and the context of teaching in schools, the learning level is the low level which is memorization and recalling (the formulas) are the core to motivate the students instead of to have understanding and problem solving approach.

I want to know how much teachers are aware of the learning levels, in particular in math, which levels of learning they assess and test items are measuring which learning levels. Additionally the teachers are not well aware of the goals of the subject in curriculum, in other words the national curriculum is not a document which can guide teachers in the assessment. Teachers make their test items based on textbooks they teach in schools.

The main aims of the study is to reveal some aspects of the grade subject exam by analyzing the test items from teachers and will study the weaknesses and challenges of the grade exam test items.

The study collects test items of math subject from 100 teachers in grade 7 urban schools to compare and analyze the level of learning hierarchy. Bloom’s taxonomy will be the frame of analysis. Questionnaires helped me to collect the respondents’ background data.

The analysis the test items were more of text analysis when the test items were classified into the categories used by Bloom’s taxonomy this is the reason why qualitative approach was used.

Almost 87 % of teachers (male and female) said that, they construct questions to assess students understanding level, which is the second learning/knowledge level in Bloom´s taxonomy. Overall result of analysis. While 79 % of teachers always using recalling formulas.

Concepts: Learning levels, Bloom Taxonomy, assessment, Summative and formative assessments, curriculum, exam test.

Place, publisher, year, edition, pages
National Category
Educational Sciences
URN: urn:nbn:se:kau:diva-32340OAI: diva2:722529
Subject / course
Applied Pedagogy
Educational program
Master of Education and Didactics (60/120 credits)
Available from: 2014-06-09 Created: 2014-06-09 Last updated: 2014-06-09Bibliographically approved

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