ارسل ملاحظاتك

ارسل ملاحظاتك لنا







الرئيسية > Assessing the End-of-Semester...>الوصف

Assessing the End-of-Semester Examination Papers during the Implementation of the Bologna Process: Bloom’s Taxonomy as a Framework

المصدر: مجلة جامعة كويه للعلوم الإنسانية والاجتماعية
الناشر: جامعة كويه
المؤلف الرئيسي: Qadir, Sarkawt M. (Author)
مؤلفين آخرين: Omar, Rukhsar M. (Co-Author) , Rasheed, Muhammad H. (Co-Author) , Mohammed, Chachan Jumaa (Co-Author)
المجلد/العدد: مج6, ع1
محكمة: نعم
الدولة: العراق
التاريخ الميلادي: 2023
الشهر: يونيو
الصفحات: 77 - 87
ISSN: 2522-3259
رقم MD: 1401045
نوع المحتوى: بحوث ومقالات
اللغة: الإنجليزية
قواعد المعلومات: EduSearch, HumanIndex
مواضيع:
الامتحانات النهائية | التقييم التكويني | عملية بولونيا | كردستان
كلمات المؤلف المفتاحية:
Assessment | End-of-Semester Examination Paper | Bloom’s Taxonomy | Bologna Process | Rate of Success
رابط المحتوى:

الناشر لهذه المادة لم يسمح بإتاحتها.
صورة الغلاف QR قانون
حفظ في:
المستخلص: One of the significant transformations in the Kurdistan Region of Iraq (KRI) is the implementation of the Bologna process. This alteration of the traditional system to the Bologna process system has also impacted the assessment schemes. More weight has been given to formative assessment that can help improve students’ grades and ease success in the courses. Nonetheless, the final exam still carries most of the grades. Therefore, setting appropriate questions that can meet all the cognition levels represented in Bloom’s taxonomy assists in raising students’ cognition to higher levels rather than only assessing bookish knowledge that is located on the baseline of Bloom’s taxonomy. To this intent, the present study endeavored to identify if instructors at colleges of Nursing and Science adhere to the various dimensions of Bloom’s taxonomy that are central to the Bologna process. More importantly, the association of each of the demographic variables to the level of the final examination questions was also examined. The study employed a quantitative method to tackle the topic. Totally, a sample of 75 final examination papers was collected from instructors, including 524 individual questions. The findings revealed that most of the examination papers revolved around low-order thinking questions and the association of the rate of success to the level of the questions was highly statistically significant.
ISSN: 2522-3259

عناصر مشابهة


© 2024 المنظومة. جميع الحقوق محفوظة.