3

Chapter IIntroductionTextbooks constitute the de facto curriculum in many disciplines. In education institutions textbooks have been considered to be sole authority on the subject matter. They are essential tools for the subject as well as guidance in the methods and procedures to be followed both by the teacher and taught.The textbook is basic source of ideas and information. It presents material in an organized sequence, is graded for reading skills and can be used to stimulate many kinds of activities. It is a useful tool for teaching.The concept of textbook has been changed greatly in the last century. Once used chiefly as a source of information. The textbooks today have become a course of study, a set of unit plan and a learning guide as well. Once employed most commonly in the textbook recitation method. It is today employed in many other and more stimulating ways.According to Palmer, in Defense of Textbook the text book is a core of all material activities and better organization of the contents and methods. Textbook assure better information of concepts of basic principles and fundamental relation.The Secretary General of International Committee of Historical Science in 1933 considered that: Wherever every reform was needed the surest method was to go to the textbookAccording to Warren`s (1981): A textbook is printed instructional material in bound form, the contents of which are properly organized and intended for use in elementary and high school curricula.Being the base material used in teaching and learning process, textbook play an important role in improving education. The influence on what is taught in primary, elementary and secondary classes and hoe it is taught. These are the backbone of classroom instruction, especially at the primary level in developing countries including Pakistan. Research shows that a majority of teachers use textbooks as their principle curriculum guide and source of lessons.In view of above the importance of the textbook is evident. It is very necessary to maintain a textbook for particular subject of a particular class. But books should not be prepared once. Changes and alterations must be made as to meet the progress of scientific age. Hence it is important to have a continuous study of the textbook so that the required improvement in its light may be duly taken into account. Evaluation of textbooks is necessary to meet its end. As evaluation is a continuous process for the effective transmission of knowledge along with other factors, textbook is also required to be evaluated whenever at is essential.The major cause of weak English in Pakistan is the selection of curriculum. For improving in English language we must change the curriculum. We have such curriculum which according to the mental level of students. 1.1: Statement of the problem:The problem is stated as:The evaluation of new English Punjab Textbook grade 4 according to cognitive domains of Bloom`s Taxonomy.Or The evaluation of English Textbook grade 4 according to cognitive domains of Bloom`s Taxonomy, published by Punjab Textbook Board Lahore, new edition.

1.2: Objectives of the study:To know the application of Bloom`s Taxonomy in exercises given at the end of each lesson in new English Textbook grade 4, PTB Board Lahore.The interpretation of the level of cognitive domains of Bloom`s Taxonomy has been applied in assessment and evaluative exercises which have been given at the end of each lesson in the English Textbook grade 4.

1.3: Significance of the title:The present study is significant for the following related people:The study is useful for educationists and philosophers.It is useful for national curriculum designer.It is beneficial for provisional curriculum developers.It is beneficial for the curriculum view committee.It is essential benefit for English teachers who are teaching at grade 4 in Punjab.

1.4: HypothesisThe present study has following hypothesis:Most of the items in the exercises of English textbook grade 4 have been developed according to the Bloom`s Taxonomy.Cognitive domain has been applied in most of the items of exercises.

1.5: Delimitation:The present study is delimited due to shortage of time and limited resources, only the evaluation of exercises given in English textbook grade 4 according to Bloom`s Taxonomy.

CHAPTER II REVIEW OF RELATED LITERATURE

Research in education is entirely 20th century development. It is an important technique of research as is evident from then Encyclopedia of educational research which

"Without survey, responsible person may be ignorant of public information, public wishes and attitude. With the development of more complicated design and analysis, techniques, survey research moves into the center of the stage as a technique inquiry in advancing educational theory and testing hypothesis about educational practices"

2.1: What is a Textbook:A book giving instructions in the principles of a subject of study, specif. one used as the basis or partial basis of a course of study. Before considering the various features of the Textbook and view point regarding the text materials, we should have a clear definition of it. Textbooks have been defined in many ways: In the opinion of Lange (1940): "It is a standard book for a particular branch of study and may be either basic of supplementary" According to Paul (1935): "Textbook is a book designed for class use carefully prepared by experts in field and equipped with useful teaching devices" Foshey (1963) says: "The textbook is a basic source of ideas and information. It presents material in an organized sequence, is graded for reading skills and can be used to stimulate many kinds of activities. It is a useful tool for teaching" The concept of text book has changed greatly in the last century. Once used chiefly as a source of information. The Textbook has today become a course of study, a set of unit and a learning guide as well.

The Encyclopedia of Education (1971): The encyclopedia of education describes a Textbook as "designed for students as written guides to the subject content of course of study "recitation method. It is a today employed in many other and more stimulating ways.

2.2: Importance of the Textbook: The textbook has a vital contribution to the teaching of English.Washton (1961) gives the importance of textbook in the following words:i.They can help the teacher to individualize the instruction by permitting each student to read at his own rate and comprehension.ii.They are economic in that texts may be used for a member of years.iii.They can help student to learn how to study, to read better and to solve problems.iv.They promote future learning.v.They give unity to a course and finally.vi.They reinforce the learning in or out of the classroom by providing the students with reading materials to be studied at different intervals.A good text book always assists a teacher. It helps the in estimates the position and speed of learning of students and suggest a scheme to achieve these goals. If a Textbook is not prescribed as teacher is left free to act at his/her own will. As for as able teachers are concerned it can be believed that they will teach appropriately but ordinary teacher, being trackless will waste the time of students. In fact a Textbook is center of all teaching. It reflects sequence and method with which the subject matter is to be conveyed to the students. These things establish goals and bind the teacher to remain on track. In the presence of a Text book a teacher knows how and where he has to reach. He adjusts accordingly the speed and the directions of his efforts and hence achieves the goals. In all the classes at least one text book should be available to each people.

2.3: Functions of the Textbook:Textbook gives instructions in the principles of a subject of study. The function of the textbook has changed greatly in recent years. Historically, the Textbook was used as a source of information only, but how it employed in many others stimulating ways. According to encyclopedia of education (1971): Describes the function of the Textbook classified in the four major categories:i.Presenterii.Explicatoriii.Illustratoriv.Source of Practice Materials It further explains these functions as:

The basic task of a Textbook is the presentation of data from subject field. The data present in the Textbook may also be of higher order concepts, rules and other generalizations. These are working materials for student and scholars in any field, they are set forth to the students by a variety of means and in this essential function the Textbook is a presenter. The Textbook explains the relationship among the data it presents. Data may be related as time or size, order, cause and effect, likeness and difference and so on. Relationships and functions may be presented graphically in charts, diagrams, photographs and drawings. Graphics and more useful and necessary in some subjects are in other indeed. To the degree that a Textbook used graphics is an illustrator.In every school subject, skills of one sort or another are among the objectives or desired outcome. The skill may be manual manipulative or interpretive. It is generally agreed that opportunity for generalization is required. It is the ability to use, what has been learned and indicates whether or not. It has been learned. The textbook is contrast to all other kinds of books, contains exercise, study questions an practice materials. The Textbook has maintained its central position in the classroom even though the way it used has been modified. Ideally it gives unity to the class work. It provides the common body of knowledge, around which learning activities are organized. It helps the students to catch up with the work they missed. Rather than limiting the context and organization of the curriculum. It gives guidance and direction.

(Washton,(1961), Importance of Textbook)

2.4: Introduction to Evaluation: Evaluation is systematic determination of merit, worth, and significance of something or someone using criteria against a set of standards. Evaluation often is used to characterize and appraise subjects of interest in a wide range of human enterprises, including the arts, criminal justice, foundations and non-profit organizations, government, health care, and other human services. Evaluation is a methodological area that is closely related to, but distinguishable from more traditional social research. Evaluation utilizes many of the same methodologies used in traditional social research, but because evaluation takes place within a political and organizational context, it requires group skills, management ability, political dexterity, sensitivity to multiple stakeholders and other skills that social research in general does not rely on as much. Here we introduce the idea of evaluation and some of the major terms and issues in the field.

2.4.1: Definitions of Evaluation: The definition of evaluation is often problematic and it can not be argued that evaluation does not need a definition. Practical problems are not due to a lack of a definition but rather are a result of attempting to define evaluation. Probably the most frequently given definition is:

Evaluation is the systematic assessment of the worth or merit of some object This definition is hardly perfect. There are many types of evaluations that do not necessarily result in an assessment of worth or merit descriptive studies, implementation analysis, and formative evaluations, to name a few. Better perhaps is a definition that emphasizes the information-processing and feedback functions of evaluation. For instance, one might say:

Evaluation is the systematic acquisition and assessment of information to provide useful feedback about some object

Both definitions agree that evaluation is a systematic endeavor and both use the deliberately ambiguous term object which could refer to a program, policy, technology, person, need, activity, and so on. The latter definition emphasizes acquiring and assessing information rather than assessing worth or merit all evaluation work involves collecting sifting through data, making judgments about the validity of the information and of inferences we derive from it, whether or not an assessment of worth or merit results.

2.4.2: The goals of Evaluation:

The generic goal of most evaluations is to provide useful feedback to a variety of audiences including sponsors, donors, client-groups, administrators, staff, and other relevant constituencies. Most often, feedback is perceived as useful if it aids in decision-making. But the relationship between an evaluation and its impact is not a simple onestudies that seem critical sometimes fail to influence short- term decisions, and studies that initially seem to have no influence can have delayed impact when more congenial conditions arise. Despite this, there is broad consensus that the major goal of evaluation should be to influence decision-making or policy formulation through the provision of empirically-driven feedback.

2.4.3: Types of Evaluation:

There are many different types of evaluations depending on the object being evaluated and the purpose of the evaluation. Perhaps the most important basic distinction in evaluation types is that between formative and summative evaluation. Formative evaluations strengthen or improve the object being evaluatedthey help form it by examining the delivery of the program or technology, the quality of its implementation, and the assessment of the organizational context, personnel, procedures, inputs, and so on. Summative evaluations, In contrast, examine the effects or outcomes of some objectthey summarize it by describing what happens subsequent to delivery of the program or technology; assessing whether the object can be said to have caused the outcome; determining the overall impact of the causal factor beyond only the immediate target outcomes; and, estimating the relative costs associated with the object.

Formative evaluation includes several evaluation types;

Needs assessment determines who needs the program, how great the need is, and what might work to meet the need Evaluability assessment determines whether an whether an evaluation is feasible and how stakeholders can help shape its usefulness Structured conceptualization helps stakeholders define the program or technology, the target population, and the possible outcomes Implementation evaluation monitors the fidelity of the program or technology delivery

Process evaluation investigates the process of delivering the program or technology, including alternative delivery procedures

Summative evaluation can also be subdivided: Outcome evaluations investigate whether the program or technology caused demonstrable effects on specifically defined target outcomes Impact evaluation is broader and assesses the overall or net effectsintended or unintendedof the program or technology as a whole

cost-effectiveness and cost-benefit analysis address questions of efficiency by standardizing outcomes in terms of their dollar costs and values

secondary analysis reexamines existing data to address new questions or use methods not previously employed meta-analysis integrates the outcome estimates from multiple studies to arrive at an overall or summary judgement on an evaluation question

2.4.4 Evaluation Questions and Methods:

Evaluators ask many different kinds of questions and use a variety of methods to address them. These are considered within the framework of formative and summative evaluation as presented above.

In formative research the major questions and methodologies are:

What is the definition and scope of the problem or issue, or what's the question?

Formulating and conceptualizing methods might be used including brainstorming, focus groups, nominal group techniques, Delphi methods, brain writing, stakeholder analysis, synectics, lateral thinking, input-output analysis, and concept mapping.

Where is the problem and how big or serious is it?

The most common method used here is "needs assessment" which can include: analysis of existing data sources, and the use of sample surveys, interviews of constituent populations, qualitative research, expert testimony, and focus groups.

How should the program or technology be delivered to address the problem?

Some of the methods already listed apply here, as do detailing methodologies like simulation techniques, or multivariate methods like multi attribute utility theory or exploratory causal modeling; decision-making methods; and project planning and implementation methods like flow charting, PERT/CPM, and project scheduling.

How well is the program or technology delivered?

Qualitative and quantitative monitoring techniques, the use of management information systems, and implementation assessment would be appropriate methodologies here.

The questions and methods addressed under summative evaluation include:

What type of evaluation is feasible?

Evaluability assessment can be used here, as well as standard approaches for selecting an appropriate evaluation design.

What was the effectiveness of the program or technology?

One would choose from observational and correlational methods for demonstrating whether desired affects occurred, and quasi-experimental and experimental designs for determining whether observed effects can reasonably be attributed to the intervention and not to other sources.

What is the net impact of the program?

Econometric methods for assessing cost effectiveness and cost/benefits would apply here, along with qualitative methods that enable us to summarize the full range of intended and unintended impacts.Clearly, this introduction is not meant to be exhaustive. Each of these methods, and the many not mentioned, is supported by an extensive methodological research literature. This is a formidable set of tools. But the need to improve, update and adapt these methods to changing circumstances means that methodological research and development needs to have a major place in evaluation work.

2.4.5: Classroom evaluations:

The main goal of classroom evaluation is students' performance evaluation, with the purpose of adjusting the teaching process so that it meets students' learning needs. Classroom evaluation is an on-going process involving teachers and students in which learning targets or objectives are clearly defined and students know what they are expected to learn, evidence of learning is gathered in a variety of ways over time, inferences and interpretations are made, and actions are taken based on conclusions drawn from the multiple sources of evidence. Classroom assessment enables teachers to talk about the progress students make throughout the year. They are able to describe where students are performing in relation to content goals for the grade. Implemented well, classroom supports quality instruction and improved student achievement.

Observations, conversations, and antidotal records:

These are informal ways to data used to assess student`s behaviors, concepts, processes, problem-solving abilities, and the ability to work independently or in a cooperative group setting. Ideas for making observations more useful include: plan a systematic way to observe all students identify specific behaviors and understandings to look for and adopt an efficient way to record information. Performance task- these assess the ability of the student to apply skills and concepts. They are to use manipulative to explain the hows and whys of their thinking.Portfolios- These are a means to assess a variety of subject areas in a variety of ways. The students as well as the teacher should play a part in pieces to include in the portfolio. This includes samples of student work that demonstrates progress and achievement.Homework- This method of evaluation is to reinforce skills or concepts taught at school.Teacher-made Tests- These are the ways teacher uses her effective questioning skills to assess students` progress toward attaining the learning targets of objectives.Standardized or Computerized tests- These may include evaluations from the K-2 literacy Assessment, Math assessment, Accelerated Reader, and Star reading and Math computerized assessment. Other ideas may include: checklists, labels, electronic, records, student journals, responses to open ended questions, and worksheets with students annotations corrections.2.5: Bloom`s Taxonomy:What is bloom`s taxonomy and how can a teacher apply Bloom`s Taxonomy to classroom lessons. Bloom`s taxonomy was originally created Benjamin Bloom for categorizing and classifying levels of intellectual learning that commonly occur in the classroom setting. Bloom`s Taxonomy contains three overlapping domains: the cognitive, psychomotor, and affective. Within the cognitive domain Bloom identified six levels that have become commonly known as Bloom`s Taxonomy. The six levels of Bloom`s taxonomy, from lowest to highest, are: knowledge, comprehension, application, analysis, synthesis and evaluation. The different levels of Bloom`s Taxonomy have become an extremely useful guide for teachers in planning classroom lesson plans and classroom objectives.It is vitally important that teachers do not just teach lower order thinking skills at the bottom of Bloom`s Taxonomy such as knowledge and comprehension, but also teach higher order thinking skills at the top of Bloom`s Taxonomy such as evaluation. When students are evaluating and judging and using the higher order thinking skills they are more likely to retain information, perform better on standardized tests, and most importantly, achieve the ultimate goal of becoming lifelong learners. There are many ways in which teachers can use Bloom`s Taxonomy to help create more focused lesson plans and help students use higher level thinking skills. By following the Bloom`s Taxonomy chart teachers can pinpoint what they will teach and how they will go about teaching it. For example, take a social studies lesson plan on the use of the atomic bomb to end WWII. A teacher could teach this lesson by having students read and memorize important key terms and facts. However, even if the teacher uses a variety of teaching strategies to help increase reading comprehension, the problem of the teacher is only focusing on the lower order thinking skills. The students may be able to regurgitate the information back on the test, but the student is not using the higher order thinking skills that will help the student learn to think of himself. A simple way to teach the same lesson, but also address the higher thinking skills to simply have the students write a paragraph evaluating/judging Truman`s decision to drop the atomic bomb. The teacher can still have the students include the key terms from the lesson in the paragraph, but by having the students also have an argument and support that argument the students are also addressing the higher order thinking skills of Bloom`s Taxonomy. Cognitive Domains have been given below. (Ebel and Robert. David, (1995), Essentials of Educational Measurement)

CategoryExample and Key Words (verbs)Knowledge: Recall data or information.Examples: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.Key Words: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.Examples: Rewrites the principles of test writing. Explain in one's own words the steps for performing a complex task. Translates an equation into a computer spreadsheet.Key Words: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.Examples: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the reliability of a written test.Key Words: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning.Gathers information from a department and selects the required tasks for training.Key Words: analyzes, breaks down, compares, contrasts,diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.Evaluation: Make judgments about the value of ideas or materials.Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

2.6: Types of Tests:Multiple-choice tests: Multiple-choice items can be used to measure both simple knowledge and complex concepts. Since multiple-choice questions can be answered quickly, you can assess students` mastery of many topics on an hour exam. In addition, the items can be easily and reliably scored. Good multiple choice questions are difficult to write-see Multiple-choice and Matching tests for guidance on how to develop and administer this type of test.True-False Tests: Because random guessing will produce the correct answer half the time, true false tests are less reliable than other types of exams, however, these items are appropriate for occasional use. Some faculty who use true false questions add and explain column in which students write one or two sentences justifying their response.Matching Tests: The matching format is an effective way to test students` recognition of the relationship between words and definitions, events and dates, categories and examples and so on. See Multiple-choice and Matching Tests for suggestions about developing this type of test.Essay Tests: Essay tests enable you to judge student`s abilities to organize, integrate, interpret material and express themselves in their own words. Research indicates that students study more efficiently essay type examination than for selection ( multiple-choice) tests: students preparing essay tests focus on broad issues, general concepts and inter relationships rather than on specific details and this studying results in somewhat better student`s performance regardless of the type of exam they are given. Essay tests also give you an opportunity to comment on student`s progress, the quality of their thinking, the depth of their understanding and the difficulties they may be having, however, because essay tests pose only a few questions, their content validity may be low. In addition the reliability of essay tests is compromised by subjectivity or inconsistencies in grading. For specific advice, see Short Answer and Essay Tests. (Sources: Ericksen, 1969, McKeachie, 1986)

A variation of an essay test asks students to correct mock answers. One faculty member prepares a test that requires students to correct, expand, or refute mock essays. Two weeks before the exam date, he distributes ten to twelve essay questions, which he discusses with students in class. For the actual exam, he selects four of the questions and prepares well-written but intellectually flawed answers for the students to edit, correct, expand and refute. The mock essays contain common misunderstandings, correct but incomplete responses, or absurd notions; in some cases the answer has only one or two flaws. He reports that students seem to enjoy this type of test more than traditional exams.

Short-answer tests: Depending on your objectives, short-answer questions can call for one or two sentences or a long paragraph. Short-answer tests are easy to write, though they take longer to score, than multiple-choice tests.They also give you opportunity to see how well students can express their thoughts though they are not as usual as longer essay responses for this purpose.

Problem sets: In courses in mathematics and sciences, your tests can conclude problem sets. As a rule of thumb, allow students ten minutes to solve a problem you can do it in two minutes. See Homework: Problem sets for advice on creating and grading problem sets.Oral exams: Though common at the graduate level, oral exams are rarely used for undergraduates except in foreign language classes. In other classes they are usually time-consuming, too anxiety provoking for students, and difficult to score unless the instructor tape-records the answers. However, a math professor has experimented with individual thirty minute oral tests in a small seminar class. Students receive the questions in advance and are allowed to drop one of their choosing. During the oral exam, the professor probes students` level of understanding of the theory and principles behind the theorems. He reports that about eight students per day can be tested. Performance Tests: Performance tests ask students to demonstrate proficiency in conducting an experiment, executing a series of steps in a reasonable amount of time, following instructions, creating drawings, manipulating materials or equipment, or reacting to real or simulated situations. Performance tests can be administered individually or in groups. They are seldom used in colleges and universities because they are logistically difficult to set up, hard to score, and the content of most courses do not necessarily lend itself to this type of testing. However, performance tests can be useful in classes that require students to demonstrate their skills (for example health fields, the sciences, education). If you use performance tests, Anderson (1987, p.82) recommends that you do the following (I have slightly modified her list):

Specify the criteria to be used for rating and scoring (for example, the level of accuracy in performing the steps in sequence or completing the task with the specified limit).State the problems so that students know exactly what they are supposed to do (if possible, conditions of a performance test should mirror a real-life situation).Give students a chance to perform the task more than once or to perform several task samples.Create-a-game Exams: For one midterm, ask students to create a board game, word game or trivia game that covers the range of information relevant to your course. Students must include the rules, game board, game pieces, and whatever else is needed to play. For example, students in a history of psychology class created Freud`s Inner Circle, in which students move tokens such as small cigars and toilet seats around a board each time they answer a question correctly, and Psychogories, a card game in which players select and discard cards until they have a full hand of theoretically compatible psychological theories, beliefs, or assumptions.(Berrenberg and Prosser, (1991), Importance of assessment)

2.7: CHOOSING BETWEEN OBJECTIVE AND SUBJECTIVE TEST ITEMS:There are two general categories of test items:1.Objective items which require students to select the correct response from several alternatives or to supply a word or a short phrase to answer a question or complete a statement.2.Subjective or essay items which permit the student to organize and present an original answer. Objective items include multiple-choice, true false, matching and completion while subjective items include short-answer essay, and performance solving or performance test items. For some instructional purposes one or the item type may prove more efficient or appropriate. To begin out the discussion of the relative merits of each type of test items, test your knowledge of these two test item types by answering the following questions.

TEST ITEM QUIZ

Circle the correct answer

1

Essay exams are easier to construct than are objective exams.

T

F

?

2

Essay exams require more thorough student preparation and study time than objective exams.

T

F

?

3

Essay exams require writing skills where objective exams do not.

T

F

?

4

Essay exams teach a student how to write.

T

F

?

5

Essay exams are more subjective in nature than are objective exams.

T

F

?

6

Objective exams encourage guessing more so than essay exams.

T

F

?

7

Essay exams limit the extent of content covered.

T

F

?

8

Essay and objective exams can be used to measure the same content or ability.

T

F

?

9

Essay and objective exams are both good ways to evaluate a students level of knowledge.

T

F

?Quiz Answers

1TRUEEssay items are generally easier and less time consuming to construct than are most objective test items. Technically correct and content appropriate multiple-choice and true false test items require an extensive amount of time to write and revise. For example, a professional item writer produces only 9-10 good multiple-choice items in a day`s time.2?According to research findings it is still undetermined whether or not essay tests require or facilitate more thorough (or even different) student study preparation. 3TrueWriting skills do affect a students ability to communicate the correct factual information through an essay response. Consequently, students with good writing skills have an advantage over students who have difficulty expressing themselves through writing.4FalseEssays do not teach a student how to write but they can emphasize the importance of being able to communicate through writing. Constant use of essay tests may encourage the knowledgeable but poor writing student to improve his/her writing ability in order to improve performance. 5TrueEssays are more subjective in nature due to their susceptibility to scoring influences. Different readers can rate identical responses differently, the same reader can rate the same paper differently over time, the handwriting, neatness or punctuation can unintentionally affect a papers grade and the lack of anonymity can affect the grading process. While impossible to eliminate, scoring influences or biases can be minimized through procedures discussed later in this booklet. 6

?Both item types encourage some form of guessing. Multiple-choice, true-false and matching items can be correctly answered through blind guessing, yet essay items can be responded to satisfactorily through well written bluffing.7TrueDue to the extent of time required by the student to respond to an essay question, only a few essay questions can be included on a classroom exam. Consequently, a larger number of objective items can be tested in the same amount of time, thus enabling the test to cover more content.8TrueBoth item types can measure similar content or learning objectives. Research has shown that students respond identically to essay and objective test items covering the same content. Students by Sax and Collet(1968) and Paterson (1926) conducted forty-two years apart reached the same conclusion:There seems to be no escape form the conclusions that the two types of exams are measuring identical things.: (Paterson, p. 246)This conclusion should not be surprising after all a well written essay item requires that the student (1) have a store of knowledge. (2) be able to relate facts and principles, and (3) be able to organize such information into a coherent and logical written expression, whereas an objective test item requires that a student have a store of knowledge, and be able to relate facts and principles, and be able to recognize such information into a coherent and logical choice among several alternatives.9TrueBoth objective and essay test items are good devices for measuring student achievement. However, as seen in the previous quiz answers, there are particular measurement situations where one item type is more appropriate than the other. Following is a set of recommendations for using either objective or essay test items.

( Robert L. Ebel, 1972, Essentials of Educational Measurement)

2.8: When to Use Essay Or Objective Tests:Essay tests are especially appropriate when: The group to be tested is small and the test is not to be reused.You wish to encourage and reward the development of student skill in writing.You are more interested in exploring the student`s attitudes than in measuring his/her achievement.You are more confident of your ability as a critical and fair reader than as an imaginative writer of good objective test items.

Objective tests are especially appropriate when:

The group to be tested is large and the test may be reused.Highly reliable tests scores must be obtained as efficiently as possible.Impartiality of evaluation, absolute fairness, and freedom from possible test scoring influences (e.g., fatigue, lack of anonymity) are essential.You are more confident of your ability to express objective test items clearly than of your ability to judge essay test answers correctly.There is more pressure for reporting of scores than for speedy test preparation.Either essay or objective tests can be used:

Measure almost any important educational achievement a written test can measure.Test understanding and ability to apply principles.Test ability to think critically.Test ability to solve problems.Test ability to select relevant facts and principles and to integrate them toward the solution of complex problems.

In addition to the preceding suggestions, it is important to realize that certain item types are better suited than others for measuring particular learning objectives. For example, learning objectives requiring the student to explain or to describe may be better measured by essay test items. The matching of learning objective expectations with certain item types can help you select an appropriate kind of test item for your classroom exam as well as provide a higher degree of test validity (that is testing what is supposed to be tested). To further illustrate, several sample learning objectives and appropriate test items are provided on the following page.

2.8.1: Suggestions for Using and Writing Test Items:

Multiple-choice test items:The multiple-choice items consist of two parts: (a) The stem which identifies the question or problem and (b) The response alternatives.Students are asked to select the one alternative that best completes the statement or answers the question. For example:

Sample multiple-choice Item

(a)Item Stem: Which of the following is a chemical change?(b)Response Alternatives:(a)Evaporation of alcohol(b)Freezing of water(c)Burning of Oil *(d)Melting of wax

Correct response *

Advantages in Using Multiple-Choice Items

Multiple-choice items can provide..Versatility in measuring all levels of cognitive ability.Highly reliable test scores.Objective measurement of student`s achievement or ability.A wide sampling of content or objectives.A reduced guessing factor when compared to true-false items.Different response alternatives which can provide diagnostic feedback.

Limitations in Using Multiple-Choice items:

Multiple-choice items..Are difficult and time consuming to construct.Lead an instructor to favor simple recall of facts.Place a high degree of dependence on the student`s reading ability and instructor`s writing ability.

SUGGESTIONS FOR WRITING MULTIPLE-CHOICE TEST ITEMS

The Stem

Present a definite, explicit and singular question or problem in the stem.

Undesirable: Psychology..Undesirable: The science of mind and behavior is called.

When possible, state the stem as a direct question rather than as an incomplete statement.

Undesirable: Alloys are ordinarily produced by..Desirable: How are Alloys ordinarily produced?

Eliminate excessive verbiage or irrelevant information from the stem.

Undesirable: While ironing her formal, Jane burned her hand accidentally on the hot iron. This was due to a transfer of heat be..Desirable: Which of the following ways of heat transfer explains why Jane`s hand was burned after she touched a hot iron?

Use negatively stated stems sparingly. When used, underline and/or capitalize

the negative word. Undesirable: Which of the following is not cited as an accomplishment of the Kennedy admission? Desirable: Which of the following is NOT cited as an accomplishment of the Kennedy admission? Item Alternatives

Make all alternatives plausible and attractive to the less knowledgeable or skillful student.

What process is most nearly the opposite of photosynthesis?

Undesirable: a. Digestionb. Relaxationc.* Respirationd. ExertionDesirable: a. Digestionb. Assimilationc.* Respirationd. Catabolism

Make the alternatives grammatically parallel with each other, and consistent with the stem.

Undesirable: What would do most to advance the application of atomic discoveries to medicine?Standardized techniques for treatments of patients.*Train the average doctor to apply radioactive treatments.Remove the restriction on the use of radioactive substances.Establishing hospitals staffed by highly trained radioactive therapy specialists.

Desirable:Development of standardized techniques for treatments of patients.*Train the average doctor to apply radioactive treatments.Remove the restriction on the use of radioactive substances.Addition of trained radioactive therapy specialists to hospital staff.

Make the alternatives mutually exclusive.

Undesirable: The daily minimum required amount of milk that a 10 year old child should drink is1-2 glasses2-3 glasses*3-4 glasses*At least 4 glasses

Desirable: What is the daily minimum required amount of milk that a 10 year old child should drink?1 glass2 glasses3 glasses*4 glasses

When possible, present alternatives in some logical order (e.g., chronological, most to least, alphabetical).

At 7 a.m. two trucks leave a dinner and travel north. One truck averages 42 miles per hour and the other truck averages 38 miles per hour. At what time will they be 24 miles apart?UndesirableDesirable6 p.m.a. 1 a.m.9 p.m.b. 6 a.m.1 a.m.c. 1 p.m.*1 p.m.d.* 1 p.m.

Be sure there is only one correct or best response to the item.

Undesirable: The two most desired characteristics in a class room test are validity andPrecision.Reliability *ObjectivityConsistency *

Desirable:PrecisionReliability *ObjectivityStandardization

Make alternatives approximately equal in length.

Undesirable: The most general cause of low individual income in United States isLack of valuable productive services to sell. *Unwillingness to workAutomationInflation

Desirable: What is the most general cause of low individual income in United States?

A lack of valuable productive services to sell. *The population`s overall unwillingness to workThe nation`s increased reliance on automationAn increasing national level of inflation

Use at least four alternatives for each item to lower the probability of getting the item correct by guessing.Randomly distribute the correct response among the alternative positions throughout the test having approximately having the same proportion of alternatives a, b, c, and d as the correct response.Use the alternatives None of the above and all of the above sparingly. When used, such alternatives should occasionally be used as a correct response.

2.9: True-False Test Items:

A true-false item can be written in one of the three forms: simple, complex and compound. Answer can consist of only two choices (simple), more than two choices (complex), or two choices plus a conditional completion response (compound). An example of each true-false item follows:

Sample True-False Item: Simple

The acquisition of morality is a developmental process. True/False

Sample True-False Item: Complex

The acquisition of morality is a developmental process.True/False/OpinionSample True-False Item: Compound

The acquisition of morality is a developmental process.If this statement is false, what makes it false?True/False

Advantages in Using True-False Items:

True false items can provide

The widest sampling of contents or objectives per unit of testing time.Scoring efficiency and accuracy.Versatility in measuring all levels of cognitive ability.Highly reliable test scores.An objective measurement of student achievement or ability.

Limitations in Using True-False Items

True false items

Incorporate an extremely high guessing factor. For simple true-false items, each student has a 50/50 of correctly answering the item without any knowledge of the item`s content.Can often lead an instructor to write ambiguous statements due to the difficulty of writing statements which are unequivocally true or false.Do not discriminate between students of varying ability as well as other item types.Can often include more irrelevant clues than do other item times.Can often lead an instructor to favor testing of trivial knowledge.

SUGGESTIONS FOR WRITING TRUE-FALSE TEST ITEMS

Base true false items upon statements that are absolutely true of false, without qualifications of exceptions.

Undesirable: Nearsightedness is hereditary in origin.Desirable: Geneticists and eye specialists believe that the predisposition to near sightedness is hereditary.

Express the item statement as simply and as clearly as possible.

Undesirable: when you see a highway with a marker that reads, Interstate 80 you know that the construction and upkeep of that road is built and maintained by the state and federal government.Desirable: the construction and maintenance of interstate highways is provided by both state and federal governments.

Express a single idea in each test item.

Undesirable: Water will boil at a higher temperature if the atmospheric pressure on its surface is increased and more heat is applied to the container.

Desirable: water will boil at a higher temperature if the atmospheric pressure on its surface is increased.And/orWater will boil at a higher temperature if more heat is applied to the container.

Include enough background information and qualifications so that the ability to respond correctly to the item does not depend on some special, uncommon knowledge.

Undesirable: the second principle of education is that the individual gathers knowledge.Desirable: according to John Dewey, the second principle of education is that the individual gathers knowledge.

Avoid lifting statements from the text, lecture or other materials so that memory alone will not permit a correct answer.

Undesirable: for every action there is an opposite and equal reaction.Desirable: if you were to stand in a canoe and throw a life jacket forward to another canoe, chances are your canoe would jerk backward.Avoid using the negatively stated item statements.

Undesirable: The Supreme Court is not composed of nine justices.Desirable: The Supreme is composed of nine justices.

Avoid the use of unfamiliar vocabulary.

Undesirable: According to some politicians, the raison d`etre for capital punishment is retributions.Desirable: According to some politicians, justification for the existence of capital punishment is retribution.

False items tend to discriminate more highly than true items. Therefore, use more false items than true items (but no more than 15% additional false items).

MATCHING TEST ITEMSIn general, matching items consist of a column of stimuli presented on the left side of the exam page and a column of responses placed on the right side of the page. Students are required to match the response associated with a given stimulus. For example,

Sample Matching Test Item

Directions: on the line to the left of each factual statement, write the letter of the principle which best explains the statement`s occurrence. Each principle may be used more than once.

Factual StatementsFossils of primates first appear in the Cenozoic rock strata, while trilobite remains are found in the Proterozoic rocks.The Arctic and Antarctic regions are sparsely populated.Plants have no nervous system.Large coal beds exist in Alaska.

PrinciplesThere have been profound changes in the climate on earth.Coordination and integration of action is generally slower in plants than in animals.There is an increasing complexity of structure and functions from lower to higher forms of life.All life comes from life and produces its own kind of living organisms.Light is a limiting factor to life.

Advantages in Using Matching Items

Matching itemsRequire short period of reading and response time, allowing you to cover more content.Provide objective measurement of student achievement or ability.Provide highly reliable test scores.Provide scoring efficiency and accuracy.

Limitations in Using Matching Items

Matching itemsHave difficulty measuring learning objectives requiring more than simple recall of more information.Are difficult to construct due to the problem of selecting a common set of stimuli and responses.

SUGGESTIONS FOR WRITING MATCHING TEST ITEMS

1Include directions, which clearly state the bases for matching the stimuli with the responses. Explain whether or not a response can be used more than once and indicate where to write the answer.

Undesirable:Direction:Match the following:

Desirable:Directions:On the line to the left of each identifying location and characteristics in column one 2Use only homogeneous material in matching items.

Undesirable:Directions:Match the following:

WaterDiscovered radiumYear of the first Nuclear Fission by manAmmonia

NACLFermiNH3H2O1942

Desirable:Directions:On the line to the left of each compound in column 1, write the letter of the compounds formula presented in column 2. Use each formula only once.

Column 1WaterSalt

Column 2H2SO4HCl

3Arrange the list of responses in some systematic order if possible (e.g., chronological, alphabetical).

Directions: on the line of the left of each definition in Column 1, write the letter or the defense mechanism in Column 2 that is described. Use each defense mechanism only once.

UndesirableDesirableColumn 1

Column 2

Hunting for reasons to support one`s beliefs.Rationalization

Denial of reality

Accepting the values and norms of others, as one`s own even when they are contrary to previously held values.Identification

Identification

Attributing to other`s one`s own unacceptable impulses, thoughts and desires.Projection

Introjections

Ignoring disagreeable situations, topics, sights. Introjections

Projections

Denial of reality

Rationalization

COMPLETION TEST ITEMS

The completion item requires the student to answer a question or to finish an incomplete statement by filling in a blank with the correct word or phrase. For example,Sample Completion Item

According to Freud, personality is made up of three major systems, the ________, the ________ and the ___________.

Advantages in completion ItemsCompletion itemsCan provide a wide sampling of content.Can efficiently measure lower levels of cognitive ability.Can minimize guessing as compared to multiple-choice or true-false items.Can usually provide an objective measure of student achievement or ability.

Limitations in Using Completion Items

Completion items

Are difficult to construct so that the desired response is clearly indicated.Have difficulty measuring learning objectives requiring more than simple recall of information.Can often include more irrelevant clues than do other item types.Is more time consuming when compared to multiple-choice or true false items.Are more difficult to score since more than one answer may have to be considered correct if the item was not properly prepared.

Suggestions for writing completion test items

Omit only significant words from the statement.

Desirable: Every atom has a central (core) called a nucleus.Undesirable: Every atom has a central core called a(n) nucleus.

Do not omit so many words from the statement that the intended meaning is lost.

Undesirable: The ___________ were to Egypt as _______ were to Persia and as ____________ were to the early tribes of Israel.

Desirable: The Pharaohs were to Egypt as __________ were to Persia and as ___________ were to the early tribes of Israel.

Avoid grammatical or other clues to the correct response.

Undesirable: Most of the United States libraries are organized according to the (Dewey) decimal system.Desirable: which organizational system is used by most of the United States libraries?

Be sure that there is only one correct response.

Undesirable: Trees which shed their leaves annually are seed-bearing, common.Desirable: Trees which shed their leaves annually are called deciduous.Make the blanks of equal length.

Undesirable: In Greek mythology, Vulcan was the son of Jupiter and Juno.Desirable: In Greek mythology, Vulcan was the son of Jupiter and Juno.

Avoid lifting statements directly from the text, lecture or other sources.Limit the required response to a single word or phrase.

Essay Test Items

The essay test is probably the most popular of all types of teacher made tests. In general, a classroom essay test consists of a small number of questions to which the student is expected to demonstrate his/her ability to Recall factual knowledgeOrganize this knowledge andPresent the knowledge in logical, integrated answer to the question. An essay test item can be classified as either an extended-response essay item or a short-answer essay item. The latter calls for a more restricted or limited answer in terms of form or scope. An example of each type of essay item follows.

Sample Extended-Response Essay Item

Explain the difference between the S-R (Stimulus Response) and the S-O-R (stimulus organism response) theories of personality. Include in your answerBrief descriptions of both theoriesSupporters of both theories andResearch methods used to study each of the two theories. (10 pts. 20 minutes)

Sample Short Answer Essay Item

Identify research methods used to study the Stimulus-Response and Stimulus-Organism-Response theories of personality. (5 pts. 10 minutes)

Advantages in using Essay Items: Essay itemsEssay items are easier and less time consuming to construct than are most other item types.Provide a means for testing student`s ability to compose an answer and present it in a logical manner.Can efficiently measure higher order cognitive objectives (e.g., analysis, synthesis, evaluation).

Limitations in Using Essay items:

Essay itemsCan measure a large amount of content or objectives.Generally provide low test and test scorer reliability.Require an extensive amount of instructor`s time to read and grade.Generally do not provide an objective measure of student achievement or ability.

Suggestions for Writing Essay Test Items:

Prepare essay items that elicit the type of behavior you want to measure.

Learning objective: The student will be able to explain how the normal curve serves as a statistical model.

Undesirable: Describe a normal curve in terms of: symmetry, modality, kurtosis and skewness.Desirable: Briefly explain how the normal curve serves as statistical model for estimation and hypothesis testing.

Phrase each item so that student`s task is clearly indicated.

Undesirable: Discuss the economic factors which lead to the stock market crash of 1929.Desirable: Identify the three major economic conditions which lead to the stock market crash of 1929. Discuss briefly each condition in correct chronological sequence and in one paragraph indicate how the three factors are inter-related.

Indicate for each item a point value or weight and an estimated time limit for answering.

Undesirable: Compare the writings of Bret Harte Mark Twain in terms of settings, depth of characterization and dialogues, styles of their main characters.Desirable: Compare the writings of Bret Harte and Mark Twain in terms of settings, depth of characterization and dialogues, styles of their main characters. (10 points 20 minutes)

Ask questions that will elicit responses on which experts could agree that one answer is better than other.Avoid giving the student a choice among optional items as this greatly reduces the reliability of the test.

( Gronlund.E.N, (1977), Constructing Achievement Tests)

Chapter IIIProcedure of the Study

In this chapter the complete procedure including methodologies, techniques of data analysis, discipline of the study (qualitative and quantitative), population, sample and sampling, techniques, research instruments or discussed.

3.1: Methodology:The study is descriptive by method and action by purpose.3.2: Techniques of data analysis:The technique applied for data analysis in present study was descriptive of each item of exercises of English book grade 4 according to cognitive level of Bloom`s Taxonomy.

3.3: Discipline of the study:The study is qualitative in discipline.

Chapter IVData Analysis

4.1:Chapter I (Exercises):

Answer the following questions.When do the Muslims celebrate Eid-ul-Fitr?Why do people gather on the roofs of their houses on the Chand Raat"?What kind of shopping do people do on the Chand Raat?What is most popular dish on Eid-ul-Fitr?Why should we help the poor and the needy on Eid-ul-Fitr?

Fill in the blanks with the words given below.(gather, embrace, holy, pleasure, excitement, religious, keenly, help)

Eid is a _________ festival.Eid is the day of joy and _______ for the Muslims.After the _________ month of Ramadan, the Muslims celebrate Eid-ul-Fitr.People __________wait for the appearance of the new moon of the Eid.On the Chand Raat people _______ on the roofs of their houses.There is a great _________ everywhere.After the Eid prayer, people __________ each other.We must __________ the poor and the needy.

Tick (T) for true anf (f) for false sentences.The night after the Eid day is called the Chand Raat.T/FPeople buy new dresses and shoes for Eid.T/FSchools, colleges and offices are opened during the Eid holidays.T/FChicken is the most popular dish on Eid day.T/F

Use the following words in your sentences.Joy, wait, gather, during, distribute

Use the words in the given list and write ten sentences on how you celebrate Eid-ul-Fitr.Pleasure, keenly, crescent, appear, distribute, excitement, delighted.

Item Analysis:Q No.1: Answer the following questions.The item has constructed to measure the knowledge level of the students.The given item is tended to measure the comprehensive level of the students.The item is going to measure the knowledge of the students.The fourth item of this exercise has the key word which will measure the comprehensive understanding of the students.This item will measure the two levels simultaneously of cognitive domains as comprehension and the application of this grade students.

Q No. 2: Fill in the blanks with the words given below.The given item (fill in the blank) is going to measure the comprehensive level of understanding of the students because it is going to ask the comparative answer.The item has constructed to measure the knowledge of the students.The given item has the key word which will measure the knowledge level of the students.The given item has been constructed poorly because there is ambiguity in its comprehension due to completeness.

Q No. 3: True (T) or False (F).The given item has the key word which will measure the comprehensive understanding of the students.The item has constructed to measure the knowledge of the students.Third item of this exercise will measure comprehension level of the students.Fourth item is tended to measure the knowledge level of the students.

Q No. 4: Use the following words in your own sentences.The given words in this question are to make sentences belong to the family of words, which measure the application level of the students.Q No. 5: Use the words in the given list and write ten sentences on how you celebrate Eid-ul-Fitr.The given item tends to measure the synthesis level of the students.

4.2:Chapter II (Exercises):

1. Put a word in each blank, selecting from the list of words in brackets.( policeman, peon, teacher, doctor, postman)The person who treats patient is a _________.The person who maintains law and order is a __________.The person who obeys orders of headmasters and teachers is a __________.The person who delivers letters is a __________.The person who teaches is a _________.

2. Some other occupations are given below. Find the correct occupation and match with the relevant picture.Gardenerworks with wood.Carpenterflies a plane.Doctorlooks after the garden.Butchermends shoes.Cobblersells meet.Buildertreats the patients.

3.GrammarUnderline the Adjectives in the following sentences.I heard good news.He wears a red shirt.Ali is an intelligent student.Saira is a nice girl.She works in a private clinic.

4.Underline the adjectives used in the paragraph on Policeman.

Item Analysis:1. Put a word in each blank, selecting from the list of words in brackets.The item has constructed to measure the knowledge of the students.The given item has the key word which will measure the knowledge level of the students.The given item (fill in the blank) tends to measure the comprehensive level of understanding of the students because it is going to ask the comparative answer.

2. Some other occupations are given below. Find the correct occupation and match with the relevant picture.The given list in this question, is tended to measure the knowledge and comprehension level of the students.3. GrammarUnderline the Adjectives in the following sentences.The third item of this exercise measures the comprehension level of the students of grade 4.

4. Underline the adjectives used in the paragraph on Policeman.The given item has the key word which will measure the application of the students.

4.3: Chapter III (Exercises):1.Answer the following questions.How many days are there in September?How many days are there in June?How many days are there in August?How many days are there in February in a leap year?

2.Pick out the rhyming words in the poem.3.Match the words in List A with their rhyming words in List B.List AList B NamenearCappotHotsameSoontapDearnoon

Item Analysis:1.Answer the following questions.The item has constructed to measure the knowledge level of the students.The given item is tended to measure the comprehensive level of the students.The item is going to measure the knowledge of the students.The fourth item of this exercise has the key word which will measure the comprehensive understanding of the students.This item will measure the two levels simultaneously of cognitive domains as comprehension and the application of this grade students.

2.Pick out the rhyming words in the poem.Second item of this exercise is going measure the copmrehension level of the students of grade 4.3.Match the words in List A with their rhyming words in List B.List AList B NamenearCappotHotsameSoontapDearnoonThe given item is tended to measure the knowledge and comprehension level of the students.

4.4: Chapter IV (Exercises):1.Fill in the blanks by writing the name of the shapes.The hill looks like a _________.The grassy plot is ________ in shape.The football ground is _________ in shape.The sun looks like a beautiful _________.

2.Answer these questions briefly.Where does Hina live?Where is her village?What does the hill look like?Where does the sun rise and set?How do the villagers earn their living?What is the major source of heat and energy?Where do people go for a walk?Where do the boys play football?

3.Match the words in List A with their opposites in List B. for example: tall short, clean dirty, day night.List AList BGoodsameNeardislikeLikestandSitfarDifferentbad

Item analysis:1.Fill in the blanks by writing the name of the shapes.The given item is going to measure the comprehensive level of understanding of the students because it is going to ask the comparative answer.The item has constructed to measure the knowledge of the students.The given item has the key word which will measure the knowledge level of the students.The given item has been constructed poorly because there is ambiguity in its comprehension due to completeness.

2.Answer these questions briefly.The given item is tended to measure the comprehensive level of the students.The item is going to measure the knowledge of the students.The fourth item of this exercise has the key word which will measure the comprehensive understanding of the students.This item will measure the two levels simultaneously of cognitive domains as comprehension and the application of this grade students.The item has constructed to measure the knowledge level of the students.

3. Match the words in List A with their opposites in List B. for example: tall short, clean dirty, day night.The given list in this item, is tended to measure the knowledge and comprehension level of the students.4.5: Chapter V (Exercises)1.Answer the following questions.Where is Ali going?What does he want to buy?What does Shahid do after eating the chocolates?What does Ali advise Shahid?What should we do to keep our country clean?

2.Fill in the blanks with help of words given below.(sweets, streets, superstore, wrapper, pocket)I want to buy some _________.Shahid throws the _________ on the road.Keep it in your _________.They reach the _________.We should not spit in the __________.

3.Match the words in list A with their meanings in list B.List AList BBuyrubbishHabittidyGarbageuncleanDirtycustomClean purchase4.Fill in the blanks with correct options.Ali is going to the _________.

(hospital, superstore, school)Shahid throws the _________ on the road.

(chocolate, garbage, wrapper)Keep it in your pocket or throw it in a _________.

(dustbin, street, gutter)We should keep our surroundings _________.

(dirty, clean, busy)It is a ______ habit to throw wrappers on the road.

(bad, good, nice)

Item analysis:1.Answer the following questions.The item has constructed to measure the knowledge level of the students.The given item is tended to measure the comprehensive level of the students.The item is going to measure the knowledge of the students.The fourth item of this exercise has the key word which will measure the comprehensive understanding of the students.This item will measure the two levels simultaneously of cognitive domains as comprehension and the application of this grade students.

2. Fill in the blanks with help of words given below.The given item (fill in the blank) is going to measure the comprehensive level of understanding of the students because it is going to ask the comparative answer.The item has constructed to measure the knowledge of the students.The given item has the key word which will measure the knowledge level of the students.The given item has been constructed poorly because there is ambiguity in its comprehension due to completeness.

3. Match the words in list A with their meanings in list B.List AList BBuyrubbishHabittidyGarbageuncleanDirtycustomClean purchaseThird item of Matching words intends to measure the knowledge level of the students of grade 4.4.Fill in the blanks with correct options.The given item is tended to measure the comprehension level of the students.The given item has the key word, which will measure the application of the students.

4.6: Chapter IV (Exercises)1.Answer the following questions.How do you spend your Sunday?Do you go to school with your brothers and sisters?Do you help your mother in the kitchen?Do you go to your relatives` house on Sunday?Name the days of the week.

2.Fill in the blanks.My name is ________.My father`s name is ________.I have _______ brothers.I have _______ sisters.We have __________ members in the family.

3. Match the words in List A with their meanings in List B.List AList BBreakfastan after noon mealLunch the first meal of the mealDinnerthe meal at nightBoystreamRiverlad4. Rewrite the following sentences using capital letters where necessary.Ayesha is going to Rawalpindi next week.My friend nasir is coming from the village.Akram looks after his plants carefully.

Item analysis: 1.Answer the following questions.This item will measure the two levels simultaneously of cognitive domains as comprehension and the application of this grade students.The given item is tended to measure the comprehensive level of the students.The item is going to measure the knowledge of the students.The fourth item of this exercise has the key word which will measure the comprehensive understanding of the students.The item has constructed to measure the knowledge level of the students.

2. Fill in the blanks.The given item (fill in the blank) is going to measure the comprehensive level of understanding and knowledge of the students because it is going to ask the comparative answer.

3.Match the words in List A with their meanings in List B.The given list in this item, tends to measure the knowledge and comprehension level of the students.4.Rewrite the following sentences using capital letters where necessary.Fourth item of the exercise measures the comprehension and understanding level of the students of grade 4.

4.7: Chapter VII (Exercises)1.Read the poem carefully and pick out all the rhyming words.2.Use following words in your own sentences.little, light, wings, thought, bug3.Fill in the blanks with words given below.(thought, wings, bug, light)A little light with ________.I never could have _________ of it.To have a little _________ all it.A little _______ is going by.

Item analysis:Read the poem carefully and pick out all the rhyming words.This item measures the comprehension level of the students of grade 4.2.Use following words in your own sentences.The given words in this question are to make sentences belong to the family of words, which measure the application of the students.3.Fill in the blanks with words given below. The given item tends to measure the comprehensive level of understanding and knowledge of the students because it is going to ask the comparative answer.

4.8: Chapter VIII (exercises)1.Use the words in your sentences.Painting, drawing, hobby, clay, enjoy, teacher, nice, gentle, useless2.Answer the following questions.What is the name of your best friend?How old he/she is? What does he/she like?What are his/her hobbies?What hobbies he/she like the most?How many students are there in your class?How many children are there in your family?

3.Write down words having the same sounds?Example: find, kindSameGoodHobbyTry4.Put a full stop (.), question mark (?), and capital letters where necessary.I am a boyI am ten years oldWhat is your nameWho is your neighborI live in LahoreI am in class VWhy are you sad todayIt is a very hot dayWhere is your schoolWhat is your hobby

Form a new word by taking out one letter from the following words in capitals.Example: CANTCAT

BOAT_________HATE_________THEN_________BRING_________YEAR_________Form a new word by adding one letter to the words in capital.Example:C_AT______

B_AR_______EAR_______EAT_______LANE______These jumbled words are the names of the days of the week. Arrange them in the correct order.Example:YADIFRFRIDAY

NUSYAD______YETDUSA _______RDHTYUSA_______NODAMY_______TYRAUSAD_______

There are twelve months in a year, all 12 months are hidden in this table below:Circle the names of the months.J

UNEALIFNDAPRILNSEOEUUNEJDPREENNHAMOEBVCAAUGUSTUMMRRTALHEABBYYMAYIMREEFACTODBYRRFMARCHEESDOCTUBERSSF

Item analysis:1.Use the words in your sentences.The given words in this question are to make sentences belong to the family of words, which measure the application of the students.2.Answer the following questions.The item has constructed to measure the knowledge level of the students.The given item is tended to measure the comprehensive level of the students.The item is going to measure the knowledge of the students.The fourth item of this exercise has the key word which will measure the comprehensive understanding of the students.This item will measure the two levels simultaneously of cognitive domains as comprehension and the application of this grade students.

3. Write down words having the same sounds?The third item of this exercise measures the comprehension level of the students.4. Put a full stop (.), question mark (?), and capital letters where necessary.This item also measures the understanding and application of the students of grade 4.6.Form a new word by taking out one letter from the following words in capitals.The given item has the key words which will measure the application of the students.7.Form a new word by adding one letter to the words in capital.The given item has the key words which will measure the application of the students.8.These jumbled words are the names of the days of the week. Arrange them in the correct order.This item is going to measure the synthesis level of the students.9. There are twelve months in a year, all 12 months are hidden in this table below:Circle the names of the months.The item has constructed to measure the knowledge level of the students.The given item is tended to measure the comprehensive level of the students.

4.9: Chapter IX (Exercises)Match the adjectives with correct nouns. An example is given.Example:HotTeaHardWellSourGrapesDeepBreezeCoolBallNaughtyCrowGreedyBoyAiryHabitGoodRoomItem analysis:The given list in this item, is constructed to measure the knowledge and comprehension level of the students.

4.10: Chapter X (Exercises):Answer the following questions.Why is a watch useful?What does the big hand tell us?What does the small hand tell us?What is the usual shape of a watch?What is the big watch called?

Item analysis:The given item is tended to measure the comprehensive level of the students.The item is going to measure the knowledge of the students.The fourth item of this exercise has the key word which will measure the comprehensive understanding of the students.This item will measure the two levels simultaneously of cognitive domains as comprehension and the application of this grade students.The item has constructed to measure the knowledge level of the students.

4.11: Chapter XI (Exercises):1.Answer the questions.What was the scene of the crime?Where will the goldfish kept?What does this poem teach us?

2.Fill in the blanks.Goldfish were ________ in the bowl.That was the scene and that was the ________.

3.Complete the following words.Sc_ne, gol_fish, bo_l, c_ime.Item analysis:1.Answer the questions.The item has constructed to measure the knowledge level of the students.The given item is tended to measure the comprehensive level of the students.The item is going to measure the knowledge of the students.This item will measure the two levels simultaneously of cognitive domains as comprehension and the application of this grade students

2. Fill in the blanks.The given item (fill in the blank) will measure the comprehensive level of understanding and knowledge of the students.3.Complete the following words.The given item has the key word, which will measure the knowledge level of the students.

Chapter VResults / Major Findings / Suggestions5.1: Summary:The purpose of this research is to interpret the level of cognitive domains of Bloom`s Taxonomy, applied in evaluative exercises which have been given at the end of each lesson in the English Punjab Textbook grade-4. For achieving this objective the literature related to study is reviewed carefully, and the importance, functions and salient features of a textbook are studied, along with Bloom`s Taxonomy in detail, then exercises of English PTB grade-4 are analyzed according to the cognitive domains of Bloom`s Taxonomy.The study is qualitative in discipline and descriptive by method. The material has been collected from books, encyclopedia, internet and journals etc. and the hypothesis is accepted that the exercises of English PTB grade-4 have been developed according to the comprehension, application, synthesis and knowledge level of the students of grade 4. Finally It is concluded that most items in the given exercises of English PTB grade 4, measure the knowledge level, less measure the application level, few measure the synthesis level, and not a single item measure the evaluation level of understanding of the students. So it is suggested by the educationists and philosophers to the researcher that exercises at grade 4 should measure knowledge as well as other levels of cognition of students, and the researcher found that most of the exercises are according to their suggestion. 5.2: Major Findings:The researcher has found that majority of exercise items achieve measure the knowledge level of students and it is the lowest level of achievement in objective discipline of Bloom`s Taxonomy.The highest level of achievement as synthesis evaluation is least preferred.

5.3: Conclusion:The results of the study are following: Most items measure the cognitive domains knowledge level of the students in the given exercises of English Textbook of grade 4.The items, which measure comprehension of the students at grade 4 or satisfactory in numbers.There are least items, which measure the application of the students at grade 4.The items which measure analysis level of the students at grade 4 in the given exercises of English Textbook have not been given.Few items have been given in the exercises to measure the synthesis level of understanding of students at grade 4.There is not a single one item given in the exercises to measure the evaluation level of understanding of the students at grade 4.

5.4: Recommendations:The educationalists and philosophers suggested that exercises at grade 4 should measure knowledge as well as other levels of cognition of students. So the researcher also suggest on the base this study the exercises should measure the knowledge, comprehension and application of the students. The researcher found most of the exercises are according to the suggestion of educationists and philosophers because they measure knowledge, comprehension and application levels of objectives of the students at grade 4.

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