شبكة المعلومات العربية التربوية

The study aimed at identifying the extent to which the semester exams conform to the scale of the teaching units, Bloom's cognitive objectives and the levels of difficulty and recognition. The two researchers used the descriptive-analytic approach. The study sample consisted of (13) semester exams of the first semester of the academic year 2018-2019 in the Faculty of Education - Almahrah. It included (416) questions, which were analyzed by means of an analysis form designed for this study. The study reached a set of results such as: the teaching staff employs essay questions at (68.27%) more than objective ones that reached (31.73%). It illustrated that there is a difference in the representation of the scale of the teaching units in the semester exams, indicating that 11 teaching units at the scale of (10.06%) were not represented in the semester exams, while (17) teaching units were represented, though, less than its eligible scale at (13.51%). As for the total number of questions, (26) teaching units were represented, increasing above the eligible scale at (23.22%). The results also indicated a high ratio of the objectives at the two levels of comprehension and recollection at (67.31%) of the total number of questions, whereas the percentage of the representation of the higher levels of application, analysis, composition and evaluation decreased at (32.69%). Moreover, the study concluded that the overall difficulty level of the exams reached (0.28) and the recognition level (0.27). The study recommended the necessity of configuring semester exams in view of table specifications and good exams standards. (Published abstract)