European Academic Research ISSN 2286-4822
ISSN-L 2286-4822
Impact Factor: 3.4546 (UIF)
DRJI Value : 5.9 (B+)
Article Details :
Article Name :
Evaluation of ETEA Entrance Test for Medical Colleges/Universities in Khyber Pakhtunkhwa Province of Pakistan in Light of Bloom’s Taxonomy
Author Name :
Muhammad Azmat
Publisher :
Bridge Center
Article URL :
Abstract :
In Pakistan, ‘test’ is the main instrument used for measuring, assessing, and evaluating the academic performance of the students. In this connection, testing and evaluation of English Language skills and knowledge on the part of the students involves a number of inadequacies, pitfalls, and irrelevancies. Against this background, the aim of the current article was to evaluate the question-items on the subject of English in the entrance test for admission to medical colleges and universities, annually conducted by Educational Testing and Evaluation Agency (ETEA), Khyber Pakhtunkhwa (KP), Pakistan, in light of Bloom’s taxonomy of cognitive domain in order to explore as to how much weightage is given to elicit higher order thinking (HOT) or critical thinking (CT) responses from the students. For this purpose, three entry tests (i.e., question papers) of the years 2012, 2013, and 2014 for medical group administered by ETEA were selected; each comprising two hundred question-items in all, with twenty on English while sixty each on Physics, Chemistry, and Biology. The analysis was, however, delimited only to the questions on English in each test such that each question was labelled by its representative area of cognition in the column-cell against it on the basis of the response required from the students. After labelling, the data was tabulated and the results were taken by determining the percentage given to each area of the taxonomy. It was found out that the portion of CT in all the three papers was 0%, while the examiners were mostly interested in assessing only knowledge of general vocabulary and applying grammatical rules of only voice and narration on the part of the target students, thus overlooking the extensive functional and situational as well as critical and creative knowledge and use of English language by the students in their prospective extensive studies and professional life ahead. Finally, it was mainly recommended that a due proportion might be given to questions on all the cognitive areas related to both lower-order thinking (LOT) as well as higher order thinking (HOT) in Bloom’s taxonomy for effective English Language learning in particular on the part of the students.
Keywords :
approach, assessment, Bloom’s taxonomy, cognitive domain, critical thinking (CT), Educational Testing and Evaluation Agency (ETEA), entrance test, evaluation, higher order thinking (HOT), lower order thinking (LOT), test, test items

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