A Comparison of English Reading Comprehension Questions on the BCT and the CAP Using Revised Bloom’s Taxonomy

• Main Authors: Li, Yi-Ching, 李宜璟
• Other Authors: Chern, Chiou-Lan
• Format: Others
• Language: en_US
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/vmsw34

碩士 === 國立臺灣師範大學 === 英語學系 === 106 === This research aimed to analyze the cognitive categories in Bloom’s revised taxonomy on the English reading comprehension test items on BCT (Basic Competence Test) and CAP (Comprehensive Assessment Program) for junior high school students from 2011 to 2016, and to explore examinees’ performance on each cognitive level. The major results are as follows： The study found that Remember, Understand, Apply, and Analyze appeared in both exams. Evaluate and Create didn’t appear. The reason may be that Evaluate and Create weren’t easily measured in multiple choices. Items of Understand were the majority and they tended to be easy or average in difficulty. Only a few of them were difficult. However, as for items of Apply and Analyze combined, though they only accounted for 20% of test items, they tended to be difficult. 　　 When items on the two exams were compared, it was found that items of Apply increased at a faster speed in CAP than in BCT, which indicated its rising importance and this matched CAP’s goal of relating to students’ living experiences and activating their learning. 　　　Also, CAP tended to contain more items of Apply and Analyze, which showed that CAP included more items of higher cognitive levels than BCT did. It is suggested that teachers can design more difficult items of Understand and easy items of Apply and Analyze for students to prepare for CAP in the future.