Using Bloom's Taxonomy to Gauge Students' Reading Comprehension Performance/UTILISER LA TAXONOMIE DE BLOOM POUR EVALUER LES PERFORMANCES DE COMPREHENSION ECRITE DES ELEVES

Assessment is an essential part of the teaching-learning process. Students' learning can be measured by different procedures. Despite a significant increase in test procedures, numerous issues surrounding testing of comprehension remain unresolved. This paper investigates the relationship between the level of thinking processes in comprehension questions and the students' performance. The findings indicate that the level of questions designed according to Bloom's Taxonomy influence the students' performance in answering comprehension questions. The findings conclude that there's a relationship between the level of thinking processes needed and the students' ability to answer these questions correctly. This paper provides a common base for further discussions on the undergraduates' competence in English Language as well as the recommendations on the techniques that could be used to handle higher order level questions. Keywords: Level of thinking process; Reading Comprehension Questions; Performance; Bloom's Taxonomy; Multiple choice questions (MCQs). Résumé: L'évaluation est une partie essentielle du processus de l'enseignement-apprentissage. L'apprentissage des élèves peut être mesuré par des procédures différentes. Malgré un accroissement significatif dans les procédures de test, de nombreuses questions concernant les tests de compréhension restent non.

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