This study aimed to identify and analyze the patterns of final exam questions prepared by English teachers for the 9th and 10th grades and to analyze all the revision questions presented in the English language textbooks in Jordan, based on Bloom's taxonomy to determine the nature and types of these questions. The sample of the study consisted of (63) English language teachers (31 male and 32 female teachers), the English language revision questions within the 9th and 10th grade textbooks, and questions included in the 1st semester final exams in 2018 for 9th and 10th grades. To achieve the goals of the study, the researchers developed an analytical card for the revision questions and the exams papers prepared by teachers. Results indicated that the questions of teachers' final exams’ papers based on Bloom's taxonomy, remembering level had the highest relative average with a percentage of (30.75 %) and the analysis level had the lowest level with a percentage of (4.07%). Results also indicated convergent percentages among the revision questions, where both the comprehension and the application levels had the highest frequencies with a percentage of (26.56%). Moreover, results indicated no statistical significant differences, at the level of analyzes, between the questions of the final exams and the textbooks revision questions. However,,   statistical significant differences were indicated between the frequencies and the percentages of the analyzed questions of the final exams  and the textbooks for grade 9 and grade 10 and the highest was the  remembering  level with  percentages of (17.19%) for the remembering within the textbook revision questions and (30.75%) for teachers' final exams. By way of concluding, this study highlights several recommendations, among which the Ministry of Education is advised to benefit from the results of such a study in developing the English language textbook.

Keywords: Final examinations, revision questions, English language, textbook, Bloom’s taxonomy.    


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Research Article