Abstract:
This study aims to analyze and assess English
Language examinations applied at Regional Universities of
Western Sudan, with special reference to General English
courses. The main hypothesis of the study is that, "English
Language Examinations at Regional Universities of
western Sudan evaluate the students' achievement and
fulfill the requirements of Bloom's cognitive domain." This
hypothesis is tested by using data collected through a
questionnaire for English Language Teachers at Western
Sudan Universities, as well as a sample of end-semester
examination papers for the academic years (2005\2006 –
2006\2007 – 2007\2008), analyzed by experts specialized
in English Language Teaching.
The researcher used the analytical descriptive
method to analyze the collected data. The findings
obtained through data analysis have shown the following:
English
Language
Examinations
at
Regional
Universities of Western Sudan:
* evaluate the students' achievement in all prescribed
syllabuses.
* results of these examinations reflect the students'
achievement in English Language.
* conform partially to Bloom's taxonomy of educational
objectives.
The researcher recommends the following:
* Assessment and educational measurement should be
introduced as a part of the syllabus at colleges of
education, to make the future teachers familiar with these
tools, and implement them as means of assessment in
their teaching practice.
* Objective questions test a wide range of knowledge, so
teachers should be encouraged to use objective questions rather than subjective.
* Educational Objectives of Bloom's Taxonomy should be considered as an effective measure. Thus, teachers should keep them by heart and apply them on the examinations.
* Teachers should use table of Specifications in designing examinations because, it helps designing a comprehensive, valid, and reliable test.
