Levels of Behavior: Do we Really Test Higher Skills at Higher Levels?

Abstract

Although opinions often vary regarding what makes higher education inherently different from lower levels of education, it is generally agreed upon the fact that, among other parameters, the former is virtually characterized by higher levels of cognitive behavior on the part of students. Employing the theoretical framework of Bloom and associates (1956) and the subsequent revisions of the framework, this paper examines four question papers meant for testing the achievements of students in two courses of study taught at the Graduate level in English education. Upon a careful examination of the question from the perspective of Bloom et al.’s taxonomies, the data reveal that the focus of assessment either lacks clarity or basically lies on measuring the lower-order skills, a fact that goes counter to the very general assumption of higher education. Drawing from the findings, it is recommended that the concerned authority should review the extant assessment practices in line with the advocacy of the nature of higher education.