From training to Exam: a Comparative Analysis of M.A. and Ph.D Exams of Knowledge and Information Science with Curriculum

The purpose of this study is to analyze the M.A. and Ph.D exams of knowledge and information science discipline and compare them with B.A. and M.A. curricula. This comparison was carried out based on Bloom's revised taxonomy in two aspects of the status of the dimensions of knowledge (factual, conceptual, procedural and metacognitive) and the status of cognitive skills (remember, understand, apply, analyze, evaluate and create).

This study is an applied research with qualitative approach, using content behavioral goals of the curriculum analysis method (qualitative and quantitative). The research population was the questions of M.A. and Ph.D exams of knowledge and information science in 2014-2018. The tool of this research was a check list based on the Bloom revised classification scheme by Anderson & Krathwohl (2001). For data analysis software MAXQDA 2018 was used, and the reliability test by using intercoder agreement was 91.2%.

Findings showed low appropriateness between behavioral goals of B.A. curriculum and M.A. exam questions in two dimensions of knowledge and cognitive skills as well as between behavioral goals of M.A. curricula and Ph.D exam questions in cognitive skills, but in knowledge dimension there is some proportianallity.

The behavioral goals of B.A. and M.A. need to be revised. Based on this revision and change, it’s also necessary to create a content change in the M.A. and Ph.D exams.