English Abstract
Abstract
The purpose of the study was to define the extent to which the physics textbooks evaluation questions in the end of the lessons in first secondary level in the Kingdom of Bahrain, are presented according to
the levels of Webb Model of the Depth of Knowledge and the extent to which these questions follow the rules of writing effective questions.
To achieve this purpose, the researcher used the descriptive method to review the relevant literature as well as the similar tools used in previous studies in order to construct three analysis forms: the first form
was to analyze the evaluation questions according to the levels of Webb Model of the Depth of Knowledge, the second according to the type of question and the third form according to the rules of writing effective
questions. After the validity and reliability estimates of the measurement tools were defined, they were used to analyze 264 evaluation questions in the end of each of the four lessons of the physics textbooks.
The results of study revealed the lack of balance in the textbook evaluation questions, with the concentration on mathematical problems (40.90%) and on the application level of basic skills (51.14%), followed by remembering and reproduction (39.02%) and the negligence of the more advanced levels, such as strategic thinking and extended thinking.
Moreover, the analysis of nine deliberately chosen evaluation questions revealed many mistakes related to writing good assessment questions.
Based on these results, the researcher recommends writing more questions in the third and the forth levels of Webb Model of the Depth of Knowledge, reviewing the questions to eliminate the mistakes that are
associated with writing good evaluation questions as well as informing teachers about the use of the Web Model in the construction of the lesson plan and of the evaluation questions and activities.
Keywords: Analysis of Evaluation Questions, Webb Model of the Depth
of Knowledge, Physic Textbook.
