Abstract:
History and Government occupies an important position III the secondary school
curriculum, it contributes to overall achievement of National goals of education. History
is essential in every society because of its ability to transmit concepts such as nationalism, democracy and civilization that enlighten members of a given society and
thus enable them to play an effective role in its development. The study sought to achieve
the following objectives: establish the level of questions tested in the classroom and
assessment tests, establish the validity of questions during the instructional process and assessment tests, to describe the type of responses provided by learners and to describe learners' quantity responses during classroom instruction. The study which was carried out in Bureti District was guided by Bloom's Taxonomy along the cognitive domain. The study utilized the descriptive design of research. It involved collecting data in order to answer questions concerning the current status of the subject under study. Data was collected using interviews, observation and document analysis in selected schools in the district. Pre-test was carried out through pilot study to ensure reliability of the instruments. Simple random and purposive sampling techniques were employed.
Descriptive data statistics were used which included mode, mean, median and
percentages. It was hoped that the findings would be useful in improving the evaluation
process in History and Government both in classroom instruction and in assessment tests. The findings would also act as a guide to policy and curriculum developers in evaluation process in History and Government. The research findings indicated that History and Government teacher prepared questions in Continuous Assessment Tests and during instruction do not largely relate to Bloom's Taxonomy along the cognitive domain. History and Government teachers should therefore balance the setting of questions by setting questions that cut across the six levels of Bloom's Taxonomy along the cognitive domain
