AN ASSESSMENT OF LECTURERS’ ADHERENCE TO BLOOM’S TAXONOMY IN CONSTRUCTING VALID AND RELIABLE EXAMINATION QUESTIONS IN JIGAWA STATE COLLEGES OF EDUCATION
https://doi.org/10.83151/rgtb-8v85
This paper aims to evaluate the Lecturers’ adherence to Bloom’s taxonomy in constructing valid and reliable examination questions in Jigawa State Colleges of Education. This concerns the issue of the alignment of semester examination questions with Bloom’s Taxonomy of cognitive objectives regarding the extent to which lecturers in Nigerian Colleges of Education apply these principles in assessment practices. Based on the above, three purposes and three research questions were formulated. A mixed-methods design was employed, which combines both Content analysis of randomly sampled 50 semester exam question papers across disciplines, coded by Bloom’s cognitive levels from knowledge to Synthesis, and Structured questionnaires. Data were analysed using descriptive statistics (quantitative) and thematic analysis (qualitative). The major findings of the study indicate a disproportionate focus on lower-order cognitive skills (knowledge and comprehension) over higher-order skills (Analysis, Evaluation, and synthesis). Lecturers cited limited training and time constraints as barriers to adherence. Questions often lacked construct validity due to misalignment with learning outcomes. Lastly, some recommendations were made, such as lecturers should ensure that the semester exam questions reflect the cognitive level of the learning outcomes, the question papers should be thoroughly checked and vetted by an expert at the departmental and school level before being taken to moderation.
Keywords: Assessment, Bloom’s Taxonomy, Valid and Reliable, Examination Questions
Colleges of Education.
Sule Ahmad, Abdul Hamid Mu’azu and Karatu Inuwa
AN ASSESSMENT OF LECTURERS’ ADHERENCE TO BLOOM’S TAXONOMY IN CONSTRUCTING VALID AND RELIABLE EXAMINATION QUESTIONS IN JIGAWA STATE COLLEGES OF EDUCATION https://doi.org/10.83151/rgtb-8v85
This paper aims to evaluate the Lecturers’ adherence to Bloom’s taxonomy in constructing valid and reliable examination questions in Jigawa State Colleges of Education. This concerns the issue of the alignment of semester examination questions with Bloom’s Taxonomy of cognitive objectives regarding the extent to which lecturers in Nigerian Colleges of Education apply these principles in assessment practices. Based on the above, three purposes and three research questions were formulated. A mixed-methods design was employed, which combines both Content analysis of randomly sampled 50 semester exam question papers across disciplines, coded by Bloom’s cognitive levels from knowledge to Synthesis, and Structured questionnaires. Data were analysed using descriptive statistics (quantitative) and thematic analysis (qualitative). The major findings of the study indicate a disproportionate focus on lower-order cognitive skills (knowledge and comprehension) over higher-order skills (Analysis, Evaluation, and synthesis). Lecturers cited limited training and time constraints as barriers to adherence. Questions often lacked construct validity due to misalignment with learning outcomes. Lastly, some recommendations were made, such as lecturers should ensure that the semester exam questions reflect the cognitive level of the learning outcomes, the question papers should be thoroughly checked and vetted by an expert at the departmental and school level before being taken to moderation. Keywords: Assessment, Bloom’s Taxonomy, Valid and Reliable, Examination Questions Colleges of Education.