تحليل الأسئلة التقويمية المتضمنة في كتب مواد العلوم الدينية في المملكة العربية السعودية و دولة الكويت وفقا لتصنيف بلوم المطور للنتاجات المعرفية

Abstract EN

The current study aimed to reveal to what extent the evaluation questions in the ninthgrade religious sciences’ textbooks in Saudi Arabia and Kuwait reflect Bloom’s revised taxonomy of learning outcomes during the academic year (2019-2020).

To achieve this aim, the researcher used a comparative, descriptive, and analytical approach of the evaluation questions in the targeted textbooks by preparing an analysis form that assured their psychometric properties.

The results of the study showed that the evaluation questions in the targeted books focused on the lower levels of thinking (comprehension and memory), whereas the higher levels on Bloom’s cognitive hierarchy:(evaluation and creativity) were ignored.

The results, further, revealed a statistically significant difference regarding Bloom’s hierarchy inclusion in the evaluation questions of religious sciences’ textbooks that can be attributed to the variable ‘state/government’ in favor of the questions of Saudi religious sciences’ textbooks compared to the Kuwaiti books.

In light of these findings, the study recommends that the religious sciences’ textbooks should include evaluation questions that take into account Bloom's revised taxonomy of learning outcomes especially in the two levels of evaluation and creativity and build the evaluation questions according to a specification table that achieves balance, harmony, and progression for each level of Bloom's taxonomy.

This can be achieved through a purposeful scientific methodology, away from the process of forced intercourse of questions, or their random selection