Analysis of Assessment Activities in Social Studies Textbooks for the Preparatory Stage in the State of Qatar in light of the Updated Bloom’s Taxonomy

Abstract

Objectives: This study aimed to examine the representation of updated Bloom’s taxonomy levels in assessment questions included in middle school social studies textbooks (geography, history, citizenship) for the academic year 2022-2023.

Methods: The research utilized a descriptive approach and the content analysis method, with words and sentences serving as units of analysis.

Results: The results indicated that the combined number of assessment questions for Bloom’s levels in the three social studies textbooks across both semesters was 2,016. The distribution was as follows: remembering 37%, understanding 29%, application 6%, analysis 8%, evaluation 10%, and creativity 11%. No statistically significant differences were found at the significance level (α≤0.05) between the average frequencies of Bloom’s levels for questions in the social studies textbook evaluation activities according to the semester (first, second).

Conclusion: The study found that the textbooks contained a low percentage of questions at the application and analysis levels, with most questions focusing on remembering and understanding. In terms of subject areas, geography, history, and citizenship had the highest levels of remembering and understanding, while application and analysis received fewer questions. The study highlighted the importance of improving the balance of evaluation activities in social studies textbooks for the middle school stage in the State of Qatar, particularly by increasing the proportion of analysis, application, and evaluation questions.