International Journal of Language and Literary Studies

Yazarlar: Si Mohamed Chana, Yamina EL Kirat El Allame, Karima Belghiti

Konular:-

Anahtar Kelimeler:CPGE classes,Assessment,Bloom’s taxonomy,CPGE common national examination

Özet: Moroccan students at all levels are required to sit for standardized exams every academic year. Being summative rather than formative, these exams serve certain educational purposes: evaluate students’ linguistic and/ or cognitive competencies. Students in preparatory classes (henceforth CPGE) are no exception; they are required to sit for a national exam every year before they can join any school of engineering or business. Because developing students’ critical thinking abilities is a prerequisite in the CPGE guidelines, the written national exams are supposedly designed to assess students’ critical thinking skills. The present study aims to evaluate CPGE national exams; that is, to examine the extent to which these exams assess students’ critical thinking according to Bloom’s taxonomy. Accordingly, this paper adopts a mixed-method approach to analyze and evaluate all CPGE exams since 2012. The study revealed that teachers have controversial views about the objective of national exams; it also showed that all the exams’ questions do not equally assess students’ different levels of critical thinking skills.  This pushed teachers to suggest some measures to improve CPGE national exams. 

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