Analyzing of the evaluation activities in the textbook of the lower intermediate level for teaching Arabic to non-native speakers according Developed bloom taxonomy classification of cognitive Domain levels

Abstract

The aim of the research is to analyze the evaluation activities in the book, the lower intermediate level for teaching Arabic to non-native, which is accredited by the Higher Institute of  Languages ​​at the University of  Damascus, according Developed bloom taxonomy classification of cognitive Domain levels.

To achieve this, the researcher used the descriptive approach based on the method of content analysis , and designed an analysis tool according to Developed bloom taxonomy classification of cognitive Domain levels,  to analyze  the evaluation activities  included  in  the  lower  intermediate level textbook.

The  research  reached  the  following  results: The highest percentage of fact dimension activities for the (remember  facts   %  42.49) level, And the lowest level of (evaluate  the  facts0.85 %), And  in the concepts dimension, the highest level (apply concepts 45.53%), and the lowest level (create concepts 2.17%), Concepts were absent from the activities of cognitive processes at the level of (evaluate), and as for the procedural knowledge dimension, the highest percentage of activities of the level (applied 73.45%), The minimum level of (evaluate 0.29%), In the metacognition dimension, the highest percentage of activities (create 71.43%), and the lowest level of (evaluate 28.57%), While cognitive processes do not represent levels of (remember - understand -apply -analyze) in the metacognition dimension.