Evaluating the 12th Grade Ministerial Examination Questions of English Subject (2012–2017) in the Light of Bloom’s Taxonomy
DOI:
https://doi.org/10.14500/kujhss.v9n2y2026.pp727-735Keywords:
Evaluation, Ministerial Examination Questions, Testing, 12th Grade, Bloom’s TaxonomyAbstract
Despite modifications to ministerial examination question formats in general and for the 12th-grade English subject within the Kurdistan Regional Government, protests from teachers and experts persist. According to the researcher’s perspective, evaluating ministerial examination questions for the 12th-grade English subject has not received sufficient attention. To ensure these questions align with contemporary changes, reflect improvements in students’ knowledge levels, and fulfill educational objectives, a systematic evaluation process is imperative. The significance of this research stems from the fact that the Kurdistan Region has undergone few such evaluations. Concurrently, the Ministry of Education consistently strives to elevate students’ academic proficiency and cultivate a generation capable of meeting developmental and modern demands. This study aims to evaluate 12th-grade English examination questions (2012–2017) using Bloom’s Taxonomy; to analyze the nature of these ministerial examination questions from teachers’ perspectives in Chamchamal district (2012–2017); and to assess these questions considering gender differences, qualifications, and years of teaching experience. To achieve these objectives, the researcher employed mixed qualitative and quantitative methodologies. The research tool is used to assign questions to levels within Bloom's Taxonomy which includes a semi-structured interview with teachers for the qualitative component, used to categorize questions according to Bloom’s Taxonomy, and a 27-item questionnaire designed to evaluate ministerial examination questions.
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