Academic journal article Canadian Social Science

Using Bloom's Taxonomy to Gauge Students' Reading Comprehension Performance/UTILISER LA TAXONOMIE DE BLOOM POUR EVALUER LES PERFORMANCES DE COMPREHENSION ECRITE DES ELEVES

Academic journal article Canadian Social Science

Using Bloom's Taxonomy to Gauge Students' Reading Comprehension Performance/UTILISER LA TAXONOMIE DE BLOOM POUR EVALUER LES PERFORMANCES DE COMPREHENSION ECRITE DES ELEVES

Article excerpt

Abstract: Assessment is an essential part of the teaching-learning process. Students' learning can be measured by different procedures. Despite a significant increase in test procedures, numerous issues surrounding testing of comprehension remain unresolved. This paper investigates the relationship between the level of thinking processes in comprehension questions and the students' performance. The findings indicate that the level of questions designed according to Bloom's Taxonomy influence the students' performance in answering comprehension questions. The findings conclude that there's a relationship between the level of thinking processes needed and the students' ability to answer these questions correctly. This paper provides a common base for further discussions on the undergraduates' competence in English Language as well as the recommendations on the techniques that could be used to handle higher order level questions.

Keywords: Level of thinking process; Reading Comprehension Questions; Performance; Bloom's Taxonomy; Multiple choice questions (MCQs)

Résumé: L'évaluation est une partie essentielle du processus de l'enseignement-apprentissage. L'apprentissage des élèves peut être mesuré par des procédures différentes. Malgré un accroissement significatif dans les procédures de test, de nombreuses questions concernant les tests de compréhension restent non

résolues. Cet article étudie la relation entre le niveau des processus de pensée dans les questions de compréhension et de la performance des étudiants. Les résultats indiquent que le niveau de questions conçues selon la taxonomie de Bloom influence sur la performance des élèves dans leurs réponses aux questions de compréhension. Les résultats concluent qu'il y a une relation entre le niveau de processus de pensée nécessaire et la capacité des élèves à répondre à ces questions correctement. Ce document fournit une base commune pour des discussions plus approfondies sur la compétence de l'anglais des élèves de premier cycle, ainsi que les recommandations sur les techniques qui pourraient être utilisées pour traiter des questions d'un plus haut niveau.

Mots-clés: niveau de processus de pensées; questions sur la compréhension écrite; performance; taxonomie de Bloom; questions de choix multiple (MCQs)

1. INTRODUCTION

Reading is an essential skill critical to most, if not all, academic learning and success at tertiary level. Reading comprehension then, is a thinking process by which a reader selects facts, information or ideas from printed materials; determines the meanings the author intended to transmit; decides how they relate to previous knowledge and judges their appropriateness and worth for meeting the learner's own needs and objectives.

To encourage meaningful understanding, apart from the above, a learner needs to understand and remember texts by inferring, elaborating ideas, and discarding unimportant details (Garner, 1988). Such tasks engage cognitive processes that require learners to follow and respond to a message from a writer who is distant in space and time (Davis, 1995). Logically, active and thoughtful reading procedures should lead learners to critically analyze and think of the text, resulting in the reconstruction of knowledge. Many researchers advocate this concept of reading as a source for critical thinking engagement with texts because of its potential to facilitate, re-enact and reconstruct knowledge that produces meaning and understanding i.e. comprehension (Fielding & Pearson, 1994).

Comprehension includes all the skills and abilities necessary for literal, inferential and critical reading. Thus, reading comprehension questions are used extensively in testing language proficiency courses in Univesiti Teknologi MARA (UiTM). This study intends to analyze UiTM undergraduates' ability in answering reading comprehension questions at different levels of thinking and the test scores obtained by them. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.