| Critical Analysis of IELTS and TOEFL Test Items Based on Bloom's Taxonomy: Teaching for the Test |
| کد مقاله : 1005-ELTCONF5 (R1)-FULL |
| نویسندگان |
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مهدی عباس وندی *1، معصومه رسولی2 1زبان انگلیسی 2امام زاده معبر ماقبل اخر کوچه شهید محمد رضا ملک محمدی |
| چکیده مقاله |
| Language testing plays a crucial role in language teaching. Teachers have always used language tests to assess and evaluate their students' progress. These tests help teachers understand how well students are learning and provide valuable feedback. In this paper, we will analyze the IELTS and TOEFL IBT tests, specifically the listening, reading, speaking, and writing sections. We will determine the cognitive levels of these test items using Blooms taxonomy action verbs. Blooms taxonomy categorizes behaviors from simple to complex, with six levels in total. The lowest three levels are: knowledge, comprehension, and application. The highest three levels are: analysis, synthesis, and evaluation. By identifying the important keywords and verbs in the test questions, we can determine the cognitive category of each question. We manually analyzed 16 sets of listening questions, reading questions, speaking parts, and writing tasks based on Blooms revised model. Our study revealed that in both the IELTS and TOEFL tests, the evaluation of reading and listening skills primarily focused on the three lowest levels of Blooms taxonomy. However, the evaluation of speaking and writing skills covered all levels of the taxonomy. These findings have important implications for EFL curriculum developers, teachers, and test takers. It suggests that teachers should focus on developing students' speaking and writing skills across all levels of Blooms taxonomy. Additionally, instructors teaching IELTS and TOEFL should consider incorporating Blooms taxonomy into their instruction. |
| کلیدواژه ها |
| Bloom's Taxonomy, L2 Testing, IELTS, TOEFL |
| وضعیت: پذیرفته شده برای ارسال فایل های ارائه پوستر |