Analyzing Cognitive Skill Balance in Arabic Summative Assessments: A Case Based on LOST-MOST-HOST Framework

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This analysis reports evaluation practices for cognitive levels in Arabic tests, suggesting improvements to higher-order thinking skills assessment.

Item analysis reveals a lack of higher-order thinking skills in Arabic assessments, indicating a need for improvement.
Evaluation practices identify a predominance of moderate cognitive skills, with higher-order thinking skills underrepresented.
Descriptive qualitative approach employed through documentation, interviews, and observation of assessment items.
This framework highlights the necessity for balanced assessments to enhance cognitive skill development in Arabic education.

Kabalmay et al. (2025) studied this question.

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This analysis reports evaluation practices for cognitive levels in Arabic tests, suggesting improvements to higher-order thinking skills assessment.