@article {622,
	title = {UNPACKING THE SOUTH AFRICAN PHYSICS-EXAMINATION QUESTIONS ACCORDING TO BLOOMS{\textquoteright} REVISED TAXONOMY},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {919-931},
	abstract = {The quality and standard of South African examination questions for the grade 12 examination have become an important issue for the South African education system. So far, the focus of empirical research has been on factors that lead to poor performance in the Physical sciences as well as the alignment of the grade 12 Physical Sciences examination with the core curriculum in South Africa.  On the contrary, this research paper focuses on a different aspect: the weaknesses and the strengths of the Physics examination questions. It addresses the question of how the Physics examination questions cover higher and lower order level questions in the Bloom{\textquoteright}s revised taxonomy. To answer this question, the Physics examination questions of the year 2014 and 2015 were analysed using Bloom{\textquoteright}s revised taxonomy of learning objectives. The examination questions were codified and the frequencies and percentages of occurrence of different learning objectives were calculated. The results show that third level cognitive skills were more prevalent than other ones. Furthermore, examiners asked questions that require application and few questions requiring the recall of knowledge. },
	keywords = {physics examination, quality of education, revised Bloom{\textquoteright}s taxonomy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.919},
	url = {http://oaji.net/articles/2017/987-1513971062.pdf},
	author = {Abraham Motlhabane}
}
