Evaluation of Chemistry Questions in the General Secondary Examination in Jordan for Years 2010 – 2015

This study aimed to evaluate chemistry questions from the General Secondary Examination in Jordan (Altawjihi) for the years 2010 – 2015. Criteria for evaluation included type of questions (objective vs. essay), inclusion of Bloom's Taxonomy of Cognitive Domain, and the availability of chemistry processes. This study was accomplished by following the style of content analysis that considers the sub-question as the unit of analysis and then determines which standards are included in the questions. The number of questions that were analyzed reached to 540 sub-questions. The researcher used frequencies, percentages, chi-square distribution, and Holsti's method in the statistical treatment to calculate the stability of the question analysis. The results exhibited the domination of objective questions over essay questions and questions of completion. Objective questions dominated the findings (57.6%). Essay questions were second most frequently used (36.7%), with completion questions used least frequently (5.7%). Questions that measure lower cognitive levels also outperformed the other types, reaching 85.7%. However, the questions that measure higher cognitive levels (as based on Bloom’s Taxonomy of the Cognitive Domain— analysis, synthesis, and evaluation) were only sparingly used, at 7.8%, 3.0%, and 3.5%, respectively. Chemical calculation and recognition occupied center stage in the educational processes for achieving chemical knowledge and chemical expression, whereas the assumption process has been used almost not at all (0.5%)

This study aimed to evaluate chemistry questions from the General Secondary Examination in Jordan (Altawjihi) for the years 2010 – 2015. Criteria for evaluation included type of questions (objective vs. essay), inclusion of Bloom's Taxonomy of Cognitive Domain, and the availability of chemistry processes. This study was accomplished by following the style of content analysis that considers the sub-question as the unit of analysis and then determines which standards are included in the questions. The number of questions that were analyzed reached to 540 sub-questions. The researcher used frequencies, percentages, chi-square distribution, and Holsti's method in the statistical treatment to calculate the stability of the question analysis. The results exhibited the domination of objective questions over essay questions and questions of completion. Objective questions dominated the findings (57.6%). Essay questions were second most frequently used (36.7%), with completion questions used least frequently (5.7%). Questions that measure lower cognitive levels also outperformed the other types, reaching 85.7%. However, the questions that measure higher cognitive levels (as based on Bloom’s Taxonomy of the Cognitive Domain— analysis, synthesis, and evaluation) were only sparingly used, at 7.8%, 3.0%, and 3.5%, respectively. Chemical calculation and recognition occupied center stage in the educational processes for achieving chemical knowledge and chemical expression, whereas the assumption process has been used almost not at all (0.5%)