Bloom-Based Analysis of Fourth-Year Mathematics Questions, University of Mosul

Abstract

This research aims at analyzing fourth-year mathematics questions, Department of Mathematics, University of Mosul, College of Basic Education, in the academic year (2019-2018). To this end, the researcher designed an analytical tool following Bloom’s (1956) taxonomy of learning objectives. The analysis is to deconstruct the quality, content, and form of mathematics questions, how much knowledge is involved, what aims are included, and how examiners have observed psychometric principles in tests.

thinking. The analysis was sub-divided into two categories; physical tests (for exams set in presence) and online tests (for exams set online). The analysis showed that Bloom’s goals of cognitive knowledge have been included. There has been, additionally, some sort of innovation in the questions set. The findings showed that students have been motivated to study, answer question, and check answers