Analysis of Physics Questions Papers at Secondary Level through the Lens of Revised Bloom Taxonomy

Abstract

Evaluation of teaching learning process plays an important role in education. Different tools are used to measure the students’ learning outcomes. Literature reveals that some specific studies is not available on using the revised bloom taxonomy in our examination / paper setting in the area. So, it was felt that specific study is needed to further investigate and suggest measures to include all shades in the paper setting. Therefore, this study was undertaken to analyse Physics question papers for grades 9^th and 10^th of the years-(2012 to 2019) in the light of Revised Bloom's Taxonomy (RBT) having two main dimensions Cognitive and Knowledge. The research population was all boards of Pakistan. But due to scarcity of resources only the Federal Board of Intermediate and Secondary Education (FBISE) Islamabad, Physics question papers of secondary level conducted in the years 2012 to 2019 was taken as a sample. The checklist created by L. Anderson et al. in 2001 was based on the framework of RBT and used as the research instrument. Four experts in the relevant field validated the research tool of the study. Both the cognitive processes and knowledge dimensions categories of RBT were examined. Statistical tool simple mean and percentage was used for data collection and analysis. The data was also presented in the form of graphs.  Comparison between grades 9^th and 10^th was also made using tables. During data analysis it was found that FBISE question papers of the secondary level did not contain dimensions of cognitive process including "applying," "analysing," "evaluating," and "creating" thinking skills. Further it was also revealed that the procedural and metacognitive knowledge of knowledge dimensions was ignored in questions paper settings. It was concluded that all dimension of the RBT were not present in paper setting. So, it is recommended that during paper setting process dimension of RBT may be included to fulfil the requirements of 21^st century learning skills.