Evaluating English Teachers' Test Items Construction Based on the Revised Bloom's Taxonomy

Abstract

This study aims to find out how senior high school English teachers constructed the final English item tests for grade XII Language Program students under the cognitive domain of the revised Bloom’s taxonomy. This study utilized a descriptive quantitative approach. The source of data for this study was 50 multiple-choice items from final English tests for grade XII that were constructed by six English teachers. The result of this research indicated that out of 50 item tests, 39 items or 78% were LOTs-based, 4 items or 8% in MOTs-based, and 7 items or 14% in HOTs-based. Besides, the tests only applied four of six levels of cognitive domain, such as remembering (C1), understanding (C2), applying (C3), and analysing (C4). It is proposed that future test constructions have a fairer distribution of item types across all six cognitive levels. This will allow for a more accurate evaluation of the broad range of cognitive abilities that students possess. With this approach, not only will assessments be more closely aligned with educational standards, but it will also create a more comprehensive evaluation of the learning and comprehension of students.