Using Bloom’s Taxonomy to Gauge Students’ Reading Comprehension Performance

Jeyamahla Veeravagu Jeyamahla Veeravagu, Chittra Muthusamy, Rasaya Marimuthu, Angelina Subrayana Michael

Abstract


Assessment is an essential part of the teaching-learning process. Students’ learning can be measured by different procedures. Despite a significant increase in test procedures, numerous issues surrounding testing of comprehension remain unresolved. This paper investigates the relationship between the level of thinking processes in comprehension questions and the students` performance. The findings indicate that the level of questions designed according to Bloom’s Taxonomy influence the students’ performance in answering comprehension questions. The findings conclude that there’s a relationship between the level of thinking processes needed and the students’ ability to answer these questions correctly. This paper provides a common base for further discussionsont the undergraduates’ competence in English Language as well as the recommendations on the techniques that could be used to handle higher order level questions. Keywords: Level of thinking process; Reading Comprehension Questions; Performance; Bloom’s Taxonomy; Multiple choice questions (MCQs) Résumé: L'évaluation est une partie essentielle du processus de l'enseignement-apprentissage. L'apprentissage des élèves peut être mesuré par des procédures différentes. Malgré un accroissement significatif dans les procédures de test, de nombreuses questions concernant les tests de compréhension restent non résolues. Cet article étudie la relation entre le niveau des processus de pensée dans les questions de compréhension et de la performance des étudiants. Les résultats indiquent que le niveau de questions conçues selon la taxonomie de Bloom influence sur la performance des élèves dans leurs réponses aux questions de compréhension. Les résultats concluent qu'il y a une relation entre le niveau de processus de pensée nécessaire et la capacité des élèves à répondre à ces questions correctement. Ce document fournit une base commune pour des discussions plus approfondies sur la compétence de l'anglais des élèves de premier cycle, ainsi que les recommandations sur les techniques qui pourraient être utilisées pour traiter des questions d'un plus haut niveau.Mots-clés: niveau de processus de pensées; questions sur la compréhension écrite; performance; taxonomie de Bloom; questions de choix multiple (MCQs)

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DOI: http://dx.doi.org/10.3968%2Fj.css.1923669720100603.023

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