This study aimed to to determine the ratio of representation of learning domains (cognitive, psychometric, and affective) as measured by the final examination questions of Chemistry subject of the secondary level (2010-2014) in Jordan ; to identify the representation levels of cognitive domain and to identify the ratio of representation of types of questions (objective, essay). The study’s sample consists of 455 questions distributed in 9 exames in chemistry, the researcher followed the content analysis method ,used the sub-question as the unit of analysis . The study concluded that the final examinations' questions of chemistry for secondary level concentrated on the cognitive domain,especially at the application level, and they concentrated on essay questions more than objective questions . More importantly, the majority of chemistry final examinations didn’t conform to relative weight of chemistry textbook units.
malak, H. (2014). Fulfillment extent of general secondary study exam questions at chemistry in Jordan for improved taxonomy bloom levels. المجلة التربوية لکلية التربية بسوهاج, 37(37), 231-268. doi: 10.21608/edusohag.2014.128446
MLA
hasan malak. "Fulfillment extent of general secondary study exam questions at chemistry in Jordan for improved taxonomy bloom levels". المجلة التربوية لکلية التربية بسوهاج, 37, 37, 2014, 231-268. doi: 10.21608/edusohag.2014.128446
HARVARD
malak, H. (2014). 'Fulfillment extent of general secondary study exam questions at chemistry in Jordan for improved taxonomy bloom levels', المجلة التربوية لکلية التربية بسوهاج, 37(37), pp. 231-268. doi: 10.21608/edusohag.2014.128446
VANCOUVER
malak, H. Fulfillment extent of general secondary study exam questions at chemistry in Jordan for improved taxonomy bloom levels. المجلة التربوية لکلية التربية بسوهاج, 2014; 37(37): 231-268. doi: 10.21608/edusohag.2014.128446
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