Analysis of IELTS and TOEFL reading and listening tests in terms of Revised Bloom's Taxonomy

The main purpose of this quantitative-qualitative content analysis study was to compare IELTS and TOEFL listening and reading tests based on the representation of the learning objectives of Revised Bloom's taxonomy. To this end, 12 Academic IELTS listening and reading tests and 12 TOEFL iBT lis...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Cogent education Jg. 7; H. 1
Hauptverfasser: Baghaei, Samira, Bagheri, Mohammad Sadegh, Yamini, Mortaza
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Abingdon Cogent 01.01.2020
Cogent OA
Taylor & Francis Ltd
Taylor & Francis Group
Schlagworte:
Behavioral Objectives
Blooms taxonomy
Coding
Comparative Analysis
Content analysis
Critical thinking
Educational research
English (Second Language)
IELTS
Item Analysis
Language Tests
Listening
Listening Comprehension Tests
Monte Carlo Methods
Reading
Reading Tests
Reliability
Revised Bloom's Taxonomy
Second Language Learning
Taxonomy
Test Content
Test Items
Thinking Skills
TOEFL
ISSN:2331-186X, 2331-186X
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:The main purpose of this quantitative-qualitative content analysis study was to compare IELTS and TOEFL listening and reading tests based on the representation of the learning objectives of Revised Bloom's taxonomy. To this end, 12 Academic IELTS listening and reading tests and 12 TOEFL iBT listening and reading tests were analyzed qualitatively and quantitatively. The contents of these tests were codified using a coding scheme developed by the researcher. To ensure the reliability of the coding, the test items were coded twice by the main researcher with a two-week time interval. Three coders (the researchers in this study) also independently codified the test items. The inter-coder and intra-coder reliability of the coding turned out to be .68 and .83, respectively. The Fisher-Freeman-Halton and Monte Carlo tests were used to analyze the data. Our results revealed that IELTS listening test items mainly revolved around Understanding and Remembering Factual Knowledge, respectively, while TOEFL listening test items drew on Understanding, Analyzing, and Remembering Factual Knowledge, respectively. Furthermore, the results demonstrated that lower-order thinking skills featured more prominently in IELTS listening tests than TOEFL listening tests. A significant difference was also found between IELTS and TOEFL reading tests in terms of learning objectives. That is, IELTS and TOEFL reading tests covered three and seven learning levels, respectively with the former overwhelmingly assessing lower-order thinking skills and the latter drawing on both lower-order and higher-order thinking skills. The implications of the findings are also delineated.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:2331-186X
2331-186X
DOI:10.1080/2331186X.2020.1720939