The Art of Questioning Used in CED Departmental Examination: An Analysis

Abstract

Assessment plays a vital role in the development and improvement of quality education. In addition, assessment refers to anything that diagnoses the student’s learning and monitors their level of understanding. It is also considered to be the key to evaluating the effectiveness of teaching strategies (Hans, 2015). Traditionally, the most common way to measure achievement and proficiency in language learning has been the paper and pen test. However, various forms of assessment and the design of classroom tests have also undergone some changes in line with the latest development in foreign language teaching specifically the communicative language teaching method.

At Rizal Technological University, the College of Education devised a departmental examination program. This program is initiated to determine the capacity of the learners to answer test-item questions patterned after the licensure examination for teachers which aims to eventually prepare them in taking the said examination. Utilizing the quantitative descriptive method, the researchers tried to analyze the levels of questions used in the Departmental Examination.  Specifically, this paper sought to identify the types of questions given in the CED departmental examination, determine the level of questions given in the CED departmental examination in terms of the Revised Blooms Taxonomy and Webb’s Depth Knowledge (DOK) model and evaluate the overall distribution of cognitive rigor present in the CED departmental examination.