Exploring themes and patterns in periodic examination in English language classes

Abstract

Assessment practices need to be transformed to fulfill their guiding role effectively in the teaching and learning process. This study explores the structure, content, and educational value of district-wide, standardized English assessments for grades 7–10 through the Bloom’s Taxonomy framework. Using inductive qualitative content analysis, themes, building techniques, content distribution, curriculum alignment, and learning implications were highlighted in this study. The results show a progression in the skills evaluated, prioritizing communication and critical thinking over basic grammar. To ensure fair and equitable assessment, areas for test construction improvement are also noted, focusing on minimizing bias, maintaining consistency, and ensuring clarity. The distribution of content and the significance of a well-rounded strategy are also examined in the analysis. Although the emphasis is on analytical skills, the lack of attention to evaluation asks raises questions about inclusivity. Closing this gap will guarantee that tests fully evaluate a variety of cognitive skills. Likewise, teachers can create a dynamic, inclusive learning environment that fosters critical thinking, communication, and analytical skills through the improvement of assessment practices.