Abstract:
Abstract: The purpose of tertiary level education is to improve student’s thinking
ability from Lower Order Cognitive (LOC) to Higher Order Cognitive (HOC) levels
of Bloom’s Taxonomy. The question papers are examined based on Bloom’s
Taxonomy (BT) to evaluate the confidence and skill levels of the learner. According
to Bloom’s Taxonomy, recall, understand and apply are the LOC whereas analyze,
evaluate and creative are the HOC. In this study, question papers of examination of
the Department of Business Administration (DBA) of a private university were
analyzed to find the skill levels of the learner. The data were considered from mark
distribution process of question papers. The question papers were evaluated based
on keywords and marks were allocated to different level of Bloom’s Taxonomy. The
research question for this study in “Is teaching-learning of tertiary level education
following standard”. To answer this question, the following hypotheses should set to
test: (i) mark distribution is increasing from LOC to HOC levels as academic year is
increased and (ii) pattern of mark distribution are not same in terms of LOC and
HOC levels in courses. The results showed that almost 30% questions were from
understand level, whereas 7% and 12% questions were from evaluate and create
level of Bloom’s taxonomy. There is significant difference of mark distribution
between LOC and HOC levels and mark from LOC domain is higher than that of
HOC domain in the questions. To improve students thinking ability, more questions
should be included from HOC in the questions.
