A Comparative Analysis of the Zambian Senior Secondary History Examination between the Old and Revised Curriculum using Blooms Taxonomy

Y. Kabombwe, N. Machila, P. Sikayomya
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引用次数: 2

Abstract

ABSTRACT IThe 2013 Education reform in Zambia is one of the significant changes that brought about a shift in assessment. To understand the changes that have taken place in the 2013 revised curriculum, and to determine the claims by the Ministry of General Education that the revised curriculum is based on higher order thinking, this study evaluated the Examination Council of Zambia's Grade 12 History examination past papers. Qualitative content analysis was used as a research method and document study. A descriptive content analysis style was used to describe the occurrence of the coding categories of analysis precisely. Content analysis was used to make replicable and valid inferences by interpreting and coding textual material in the Grade 12 examination questions. The sample for this research comprised of 10 History examination papers from the new curriculum and old curriculum which were purposively selected. The findings of the study suggested that the analysed exam papers lacked the higher-level cognitive skills contained in Bloom's taxonomy. It is recommended that examiners follow the guidelines for setting an Outcome-Based Assessment so that they can achieve the intended goals of learning for learners. Keywords: Bloom's Taxonomy; History; exam questions; Assessment; Outcome Based Assessment and Outcome Based Curriculum/ Education.
用bloom分类法对赞比亚高中历史考试新旧课程的比较分析
2013年赞比亚的教育改革是一项重大变革,它带来了评估的转变。为了了解2013年修订后的课程中发生的变化,并确定通识教育部声称修订后的课程是基于高阶思维的,本研究评估了赞比亚12年级历史考试委员会过去的试卷。研究方法采用定性内容分析和文献研究。采用描述性内容分析风格,准确地描述了分析编码类别的发生情况。采用内容分析的方法,对高三试题中的文本材料进行解读和编码,得出可复制、有效的推断。本研究样本为有意选择的10份新课程和旧课程的历史试卷。研究结果表明,被分析的试卷缺乏布鲁姆分类法中包含的更高层次的认知技能。建议审查员遵循制定基于结果的评估的指导方针,以便他们能够实现学习者的预期学习目标。关键词:布鲁姆分类法;历史;考试问题;评估;基于结果的评估和基于结果的课程/教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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