شبكة المعلومات العربية التربوية

This study aimed to investigate the ratio of the assessment activities in grade three Arabic textbook (Auhb Lughati part one) in Oman regarding the higher levels of thinking of the cognitive domain according to bloom’s taxonomy of in 2012. The study sample consisted of (126) activities chosen randomly from (400) assessment activities in the grade three basic Arabic textbook in Oman in 2011. The study sample was divided into two sections. The first section included (40) activities and the second section included (86) activities. The researcher used the analytical descriptive approach. Hence, he prepared an analysis sheet for analyzing the findings of the study. It was found that the ratio of close-ended assessment activities converged with the ratio of open-ended assessment activities with percentages of (55% and 45%) consecutively. It was also found that the assessment activities focused more on the lower-level thinking skills and neglected the higher-level thinking skills. According to the study, the analysis ratio reached (4.5%) and the synthesis ratio was (8%) while evaluation ratio scored (8.3%). In addition, there are no statistically significant differences among the higher and lower level thinking skills in the cognitive domain in bloom’s taxonomy caused by changing the topic of the lesson. As a result of this study, it is recommended that it is worth considering a more balanced approach in the assessment activities, and especially the higher-level thinking skills of the cognitive domain. (Published abstract)