Latest Publication

Using Bloom’s Taxonomy to Evaluate the Cognitive Levels of Primary Leaving English Exam Questions in Rwandan Schools

The study addresses the gap in the current literature on high-stake and accountability-driven assessment practices regarding the language educational policies involving the use of English as a classroom language and curriculum reforms in postcolonial contexts. In particular, the study provides education practitioners and decision-makers with a body of knowledge conducive to writing high-quality exams that are likely to boost effective instruction and higher student learning and success in schools and beyond.