Distribution of Examination questions along Bloom's cognitive domain; an analysis of Kcse Biology examination in Kenya: 2008-2018

Abstract

Every year, The Kenya National Examination Council (KNEC) administer examinations as a test mechanism to gauge student’s understanding and their ability on topical aspects learned. The purpose of this study was to analyze in details the quality of exams administered to students. A balanced examination test should cover all levels of learning as summarized by Bloom in his famous Bloom's taxonomy which outlines the levels of learning as Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation. Thus, the main objective was to identity the level to which Kenya National Examination Council examines key areas of learning in biology in accordance to Blooms’ Cognitive domain and if the examination meet’s the objective of teaching biology in secondary school in assessing all the cognitive domain. The study adopted mixed method approach. Document analysis was employed in data collection. The study analyzed the past KCSE biology examinations dating 2008-2018. Bloom taxonomy was used as the guiding principles in analyzing the biology question items to the various levels of the cognitive domain. The criteria in each question was interpreted based on action verbs prescribed in Blooms Taxonomy and assigned to the relevant level in the domain. The data sheet was used to capture and tabulate the cognitive levels of the questions from KCSE examination papers. Information collected was interpreted via scientific process of coding and systemic variation. The data collected was edited, coded and classified on the basis of similarity with the themes and then tabulated. The analyzed data was presented in form of tables and graphs. The finding’s revealed that KCSE examination conducted by KNEC are not as adequately demanding tasks, as they should be, most dominant questions are lower-order cognitive question; knowledge, comprehension and application with 87.25% frequency and 84.49% mark allocation while analysis, synthesis, and evaluation had lower frequencies of 12.75% and mark allocation of 15.51%.Higher-order questions was not effectively implemented, thus examination did not adequately meet the objectives of learning biology education in secondary schools. The research recommends that, Higher order cognitive skills of analyzing, synthesizing and evaluating that fosters orientation, concept strategies and assessment methodologies should be embraced by examination body as teaching focus in schools. This result is important, as it will help improve educational practices and programs by all the stakeholders in the process of testing; curriculum developers and examination designers will know the crucial nature of testing that measures all the levels of cognitive abilities. People whose main interest may be in assessment will have a check list on probably how to make a better test.