Abstract
Objectives This study critically analyzes questions in the grammar area of the appointment examination from 2014 to 2023 and proposes directions for improvement. Methods Marzano (2007)'s new taxonomy of educational objectives was used to establish a framework for what characteristics grammar questions should have. And using it, grammar questions were analyzed according to the level of thinking and knowledge type. Results The questions corresponding to the subject education were just questions about the content of the sub-ject, most of the information knowledge were about understanding and analysis, and no procedural knowledge was asked. Conclusions The system of subject content and subject education in grammar questions should be restructured, and grammar questions should include questions that evaluate procedural knowledge as well as information knowledge on understanding, analysis, utilization, and metacognition.
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