A questionnaire for English Language teaching staff to investigate language examination procedures at regional universities of Western Sudan

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.