1. A Comparative Study of Traditional and
Creative Questions in SSC General
Science Examination
Suraya Yeasmin Jui
Email: jui_8724@yahoo.com

2. Aims and Context:
• Aim of education system
• Importance of public examination
• Limitation of traditional question
• Newly introduced assessment system
• Matter of interest

3. Future Implications:
• Enhanced students learning
• Promote better assessment
• Assessing wider abilities
• Alternative ways

4. Objective(s)
• Analyze traditional question papers in terms of
Bloom’s taxonomy.
• Analyze creative question papers in terms of
Bloom’s taxonomy.
• Compare traditional question papers and
creative question papers according to Bloom’s
taxonomy.

5. Bloom’s Taxonomy:

6. Domains of Educational Activity:
Cognitive Mental Skills (Knowledge)
Affective
Psychomotor
Emotional Areas (Attitude)
Manual or Physical Skills (Skills)

7. Sub-domain of Cognitive
Domain

8. Why Bloom’s Taxonomy?

9. Why Bloom’s Taxonomy? (contd.)
• Worldwide acceptance
• Identify intellectual levels
• Essay to apply
• Valid assessment
• Appropriate instruction

10. Research Methodology:
• Nature of the Study:
Quantitative (Documents Analysis)
• Data Gathering:
As Traditional
Question
As Creative
Question
SSC General Science
Question 2009 (all boards)
SSC General Science
Question 2013 (all boards)
Analyze and Compare According to
Bloom’s Taxonomy

11. Data Analysis

12. Distribution of Percentage of
Traditional Question

13. Distribution of Percentage of
Creative Question

14. Comparison Between Traditional
and Creative Question
Traditional Question Creative Question

15. Findings

16. In Traditional Question System....
• Insufficient item inclusion
• Dominating knowledge based question
• Most items from lower cognitive levels
• Helpless to measure higher order thinking skills

17. In Creative Question....
• Insufficient item inclusion in all domain
• Not 100% blessed

18. Has the world come to this

19. Recommendations:
• Appropriate proportion
• Stress in MCQ item making
• Limiting use of Knowledge based item
• Increasing Analysis, Synthesis
and Evaluation type items
• High preference at Bloom’s Taxonomy

20. Reference:
• Ahmed, S. S. (2002). The Effect of Public Examination on the Process of Students’
Learning. Unpublished Med thesis, Institute of Education and Research, University of
Dhaka.
• Bloom, B.S. (1956). Taxonomy of educational objectives - Handbook 1. Cognitive domain.
London: Longmans.
• Halim, A. M. and Hossain, M. E. (2009). Assessment of Mathematics Question Paper of
SSC Examination. NAEM Journal, 4(8), 97-104.
• Hossain, M. Z. (2009). Creative Questions: Validity and Reliability of Secondary School
Certificate Examination. Bangladesh Education Journal, 8(2), 31-41.

21. Reference: (contd.)
• Karl O. Jones, Janice Harland, Juliet M.V. Reid and Rebecca Bartlett. (2009, October).
Relationship Between Examinations and Bloom’s Taxonomy . Paper presented at 39th
ASEE/IEEE Frontiers in Education Conference, San Antonio, TX.
• KARAMUSTAFAOĞLU,S. and SEVİM,S. (2003). Analysis of Turkish High-School
Chemistry-Examination Questions According to Bloom’s Taxonomy. Chemistry
Education: Research and Practice, 4(1), 25-30.
• Nitko, J. A. (1996). Educational Assessment of Students (2nd ed.). Ohio, New Jersey/
Columbus, Englewood cliff: Prentice Hall, Inc.