Global Journal of Human Social Science, G: Linguistics and Education, Volume 22 Issue 9

© 2022 Global Journals Volume XXII Issue IX Version I 19 ( ) Global Journal of Human Social Science - Year 2022 G The Status and the Specifications of the Questions of an Achievement Exam from the Points of View of the Teaching Staff- Members of Palestine Technical University- Kadoorie (PTUK)\Tulkarm-Campus members, of (PTUK) and elsewhere, should pay more attention to the specifications of the questions of an achievement exam, and that such specifications should be anchored to a well-established educational taxonomy, i.e. (Bloom's Taxonomy). This study recommends that faculties of (PTUK), as well as faculties elsewhere, should offer training to the teaching staff-members on how to prepare and write questions of an achievement exam in parallel with educational specifications and well-referenced taxonomies; the Examination Management Department in (PTUK) should prepare and then circulate a well- established and a tabulated list of educational specifications that acts like a guiding resource whenever the teaching staff-members are to prepare and write the questions of an achievement exam, and, at the same time, meets the valid regulations and the educational mission and standards of (PTUK). This study recommends that all teaching staff-members in (PTUK) should view an achievement exam as not only a teaching means, and as an end itself, but also as a learning tool that can provide essential insights into the teaching and learning processes; this study, in accordance with the previous related research, confirms that specifications of the questions of an achievement exam act like parameters that, from one side, orient the amount of, type, quality, and usefulness of feedback, and, from the other side, correlatively, dictate the comprehension capacity as well as the level of achievement that can be reached by students, learners, and exam-takers; as a result, this study recommends that teaching staff-members of (PTUK) should fully exploit such feedback so as to be able to get more understanding and more capabilities to develop the whole process. Inquisitively, this study recommends further empirical research to investigate the effect of enhancing a taxonomy-referenced specifications, while preparing and writing questions of an achievement exam, on students and learners' competency, comprehension skills, and the level of achievement in various courses and different faculties in (PTUK) and faculties elsewhere; this study recommends more research to investigate the impact of the pandemic situation of Covid-19 on the status and the specifications of the questions of an achievement exam; this study recommends correlative studies to investigate the impact of the linguistic aspect and wording of questions, of a given exam, on the achievement of students, learners , and exam-takers in that given exam; This study recommends comparative research to investigate the relationship between taxonomy-referenced specifications of the questions of an exam and the type, quantity, quality, and usefulness of feedback that can be gained in return; this study recommends further studies to investigate the orienting clout of the specifications of the questions of an exam towards the teaching and learning processes; this study recommends further studies to investigate the reasons that motivate the teaching-staff members in (PTUK), as well as the teaching staff-members in various universities elsewhere, to normally resort to a cloud of specifications that mainly stemmed from the educational heritage whenever writing and preparing questions of an exam, rather than anchoring the whole process to a well-established educational taxonomy i.e. (Bloom's Taxonomy) of cognitive domains; this study recommends more studies to investigate the effect of the semantic and connotative dimensions of the verbs classified in Bloom's Taxonomy cognitive domains on the status and the specifications of the questions of an achievement exam. A cknowledgement The authors of this article would like to praise the kind attention, encouragement, and professionalism of their fellow colleagues of the teaching staff-members of (PTUK) who bore the burden of completing and returning the questionnaire related to this study; the authors would also like to thank Palestine Technical University- Kadoorie (PTUK) for the academic patronage, encouragement, and liaison. R eferences R éférences R eferencias 1. Abduljabbar, D. A., & Omar, N. (2015). Exam questions classification based on Bloom's taxonomy cognitive level using classifiers combination. Journal of Theoretical and Applied Information Technology, 78(3), 447. 2. Ali, A. Z. A. R. (2005). Analysis of Turkish high- school physics-examination questions and university entrance exams questions according to Blooms' taxonomy. Journal of Turkish Science Education, 2(2), 68 3. Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. 4. Anees, S. (2017). 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