Evaluating Cognitive Level of Final Semester Examination Questions Based on Bloom’s Revised Taxonomy

This paper addresses the question of how cognitive levels covering high, middle, and low order thinking skills are delineated in questions seen from Bloom’s revised taxonomic framework stimulus. To answer this question, final-term examination five faculty courses were analyzed through document analysis. The documented categorized reviewed based on referring to taxonomy. also construed stimulus each question. results report that level tests is not wholly higher-order skills. Of courses, only one follows skills-based question-writing system, none items refers middle-order Thus, test instruments has led an increase or still at a thinking.