The DOI matches its Crossref record; 32 of the 37 references it cites were found in a registry or an index.
Using Bloom’s Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook’s Questions
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This study aimed at evaluating the cognitive levels of the questions following the reading texts of Master Class textbook. A checklist based on Bloom’s Taxonomy was the instrument used to categorize the cognitive levels of these questions. The researchers used proper statistics to rank the cognitive levels of the comprehension questions. The results showed that the author of Master Class emphasized the cognitive level of Comprehension having 52% of the questions, which was much more than the expected frequency, while wrote only 3.7% and 6% of the questions on the cognitive levels of Knowledge and Application respectively. The frequency of questions on the cognitive levels of Evaluation and Analysis were much closer to the expected frequencies. The results indicated that about 40% of the textbook’s questions emphasized higher-order thinking skills, which goes with the requirements of the revised curriculum. Evaluating and choosing a good textbook that goes with the goals of the curriculum is recommended. Such a study would shed light upon the role of textbooks in developing cognitive skills among Arab students.
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“For example, in, Assaly and Smadi (2015) and in Igbaria (2013), the researchers constructed alist ofcritical thinking skills containing definitions and concepts ofsix criti -cal thinking levels from Bloom's taxonomy and presented it to a committee of experts from their specialised field prior to analysis to validate the opera -tional definition ofthe research in”
From Investigating Critical Thinking in ELT Textbooks: A Systematic Literature Review of Textbook Evaluation Studies (2024) · cites this paper as Assaly and Smadi (2015)
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Metadata
- Authors
- R. Assaly, I., & M. Smadi, O.
- Venue
- English Language Teaching
- Published
- 2015-04-23
- Volume
- 8
- Issue
- 5
- ISSN
- 1916-4742 (ISSN-L)
- 1916-4750
- OpenAlex
- W1964405501
- Cited by
- 92
- References
- 37
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 12 · 2023: 13 · 2022: 11 · 2021: 16 · 2020: 12 · 2019: 9 · 2018: 4 · 2017: 3 · 2016: 2
- FWCI
- 15.00
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- English Language Teaching (publishedVersion, cc-by)
- Topics
- Social Sciences › Education › Educational Assessment and Pedagogy
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Arabic Language Education Studies
- Keywords
- Bloom's taxonomy, cognitive levels, textbook question analysis, English as a foreign language, higher-order thinking skills, reading comprehension questions, textbook evaluation, revised curriculum, Arab students
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- R. Assaly, I., & M. Smadi, O. (2015). Using Bloom’s Taxonomy to Evaluate the Cognitive Levels of Master Class Textbook’s Questions. English Language Teaching. https://doi.org/10.5539/elt.v8n5p100
