Cognitive Trends in Iranian High-School Final Examinations: A Bloom’s Taxonomy-Based Longitudinal Analysis of Persian Language and Literary Studies and Techniques (2019–2024)

Articles in Press

Document Type : Research Paper

Authors

1 Department of English Language Teaching, Farhangian University, Tehran, Iran

2 Department of Persian Language and Literature Education, Farhangian University, Tehran, Iran

10.22111/ijals.2026.53745.2570

Abstract

This study examines the cognitive characteristics of Iranian high-school final examinations over six years (2019–2024) using the revised Bloom’s taxonomy. The study employed a quantitative content analysis with qualitative illustrative examples. Examination questions in Persian Language and Literary Studies and Techniques were classified into six cognitive levels: Remember, Understand, Apply, Analyze, Evaluate, and Create. Descriptive statistics were used to examine yearly distributions, and a chi-square test was conducted to examine the association between examination period and the presence or absence of higher-order thinking. The findings revealed a strong predominance of lower-order cognition, with more than 80% of questions targeting Remember, Understand, or Apply. Evaluate and Create were almost absent throughout the study period. The statistical analysis did not indicate a significant association between examination period and the presence of higher-order thinking. Overall, the findings suggest that Iranian national examinations in these subjects have remained largely focused on lower-order cognitive processes, with limited emphasis on critical thinking and creative problem solving. The study highlights the need for greater alignment between examination design, curricular objectives, and the development of higher-order thinking skills.

Keywords

Iranian Journal of Applied Language Studies

Articles in Press, Accepted Manuscript
Available Online from 19 September 2026

Files

Share

How to cite

Statistics