Review and analysis of final exam questions for the 12th grade literary sciences and arts course based on Bloom's taxonomy

Document Type : Original Article

Authors

1 Department of Persian Language and Literature Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Department of English Language Teaching, Farhangian University, P. O. Box 14665-889, Tehran, Iran.

3 Master's student in Persian Language and Literature, Department of Literary Criticism and Theory, University of Guilan

10.48310/rpllp.2026.21329.1286

Abstract

Background and Objectives: The present study aimed to analyze the final examination questions of the Persian Literature and Rhetoric course (Grade 12) based on Bloom’s cognitive taxonomy during the period 2018–2025 (1397–1404 in the Iranian calendar). Methods: The study employed a descriptive-analytical design using a mixed-method approach combining both quantitative and qualitative analyses. The dataset consisted of all national final exam questions administered by the Iranian Ministry of Education during the specified years. In the first phase, questions were classified into Bloom’s six cognitive levels—Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. To ensure validity and reliability, dual independent coders reviewed the classifications, and inter-rater agreement exceeded 0.85. Descriptive statistics were used to determine the frequency and percentage of each cognitive level, and Fisher’s Exact Test was applied to examine the association between exam year and cognitive level distribution. Findings: The results revealed that over 80% of the questions belonged to the three lower levels (Knowledge, Comprehension, and Application), while no items were found at the Synthesis or Evaluation levels. Although Fisher’s Exact Test indicated a statistically significant relationship between year and cognitive level, the pattern of change lacked a consistent upward trend toward higher-order thinking. Conclusion: Overall, the findings demonstrate the dominance of rote-learning tendencies in national assessments and a relative neglect of higher-order cognitive skills, such as critical thinking and creativity. The study’s implications highlight the need for systematic revision of exam design and curriculum planning to promote advanced cognitive engagement in students.

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