Abstract
The present study aims at identify the dominant cognitive six levels emphasized in the general English language exams for sixth vocational grade students. It also explores the potential implications of the exam question types for effective teaching practices in the sixth vocational grade English language context. To achieve the purpose of the study adopted a qualitative approach, utilizing document analysis (exam questions). Tools of the study includes a content analysis form designed in the light of six levels of Bloom taxonomies (remembering- understanding- applying- analysis- evaluating- creating). The study is limited on the exam of general English in 5 vocational departments in three academic years (2020-2021, 2021-2022, 2022-2023). Results revealed the increase of questions that assess lower cognitive levels of Blooms taxonomies in all the academic years of all branches and the sacristy of the questions that assess high cognitive levels; one or two at most in each year. More questions needed for each branch to assess analyzing, critical and interpretive levels of comprehension. Creativity and more writing tasks needed based on the curriculum objectives in each branch.
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