Elbehiry, N. (2020). Helping Linguistics and Translation instructors Design their Exam questions According to Cognitive Theories and Testing Criteria. CDELT Occasional Papers in the Development of English Education, 69(1), 55-78. doi: 10.21608/opde.2020.145611
Nehad Rabe'a Elbehiry Elbehiry. "Helping Linguistics and Translation instructors Design their Exam questions According to Cognitive Theories and Testing Criteria". CDELT Occasional Papers in the Development of English Education, 69, 1, 2020, 55-78. doi: 10.21608/opde.2020.145611
Elbehiry, N. (2020). 'Helping Linguistics and Translation instructors Design their Exam questions According to Cognitive Theories and Testing Criteria', CDELT Occasional Papers in the Development of English Education, 69(1), pp. 55-78. doi: 10.21608/opde.2020.145611
Elbehiry, N. Helping Linguistics and Translation instructors Design their Exam questions According to Cognitive Theories and Testing Criteria. CDELT Occasional Papers in the Development of English Education, 2020; 69(1): 55-78. doi: 10.21608/opde.2020.145611
Helping Linguistics and Translation instructors Design their Exam questions According to Cognitive Theories and Testing Criteria
The aim of this study is to contribute in supplying community with creative thinkers who can develop their community in a variety of majors. This encompasses one objective that requires instructors of university courses, in general, and linguistics and translation instructors, in particular, evaluate and develop their exam questions to approach higher cognitive levels. The researcher applies on a sample of linguistics and translation courses questions at English department, Damanhour university . This requires several activities to assess the current exam questions. In the present study, the researcher employs Bloom’s Taxonomy on the cognitive level to evaluate and classify linguistics and translation exam questions. The cognitive domain helps in determining the real cognitive level and creativity represented by specific exam questions for each course which, in turn, requires designing such learning objectives that are consistent with this aim and objective. Instructors are recommended to plan for learning objectives that require training students on higher order thinking skills whether in class activities or assignments. This, in turn, will be reflected on students’ results which will logically give a real reflection to what they have already learned. Useful recommendations are also submitted for linguistics and translation to better the cognitive level of their exam questions which contributes in presenting more creative teachers and translators to our community.
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