Résumé:
The design of grammar exam questions differs from one teacher to another. This research paper dealt with the use of Bloom's Taxonomy in designing grammar exam questions. The overall aim of the study was to evaluate second year grammar exam questions based on Bloom's Taxonomy of the cognitive domain. To achieve this aim two research tools were used; a self-designed checklist was used to analyse grammar exam questions from Bloom's Taxonomy of the cognitive domain perspective, and a semi-structured interview was conducted with three English grammar teachers at the department of English at Mohamed Seddik ben Yahia University.The results showed that lower order thinking skills are the most frequently covered skills in grammar exams. Indeed, most of the activities included were found to be corresponding to the knowledge and the application level. This latter can only be achieved once the comprehension level is conquered since Bloom‟s Taxonomy works in a hierarchical way and no level can be achieved without achieving the previous one. On the other hand, synthesis is the more higher order thinking skill covered in these exams in addition to the analysis level which students are required to do in order to be able to synthesise . This focus on lower order thinking skills, as participant teachers argued, is due to the low proficiency of students, and to the ease and directness of questions corresponding to those skills
