Abstract
Abstract This study examines the examination conducted by five government and one private board of intermediate and secondary education (BISE) in Sindh, Pakistan. Specifically, it examines the quality of items in the examination papers. Using a desk review approach, the ten-year examination papers from 2005 to 2016 were sampled from English, Mathematics, and Sciences (i.e., Biology, Physics, and Chemistry) of grades X and XII. Using Bloom’s revised taxonomy as a theoretical framework, each item in the question papers was analyzed to determine, (1) the cognitive complexities of the item, and (2) frequency and variety in which the items are repeated in the different years. The findings suggest that most of the items assess students’ memorization and comprehension. Items are frequently repeated word-to-word every year. These findings have implications for the entire secondary and higher secondary education system and beyond in Pakistan.
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