| Article Details : |
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| | | 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, Blooms 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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