This paper evaluates the quality and standard of technical science examination papers using Bloom's Revised Taxonomy. Technical science examinations require refined criteria for assessing examination papers, to maintain good quality standard. The purpose of this study was to determine how often different cognitive levels of thinking were tested on the technical science matriculation examination papers of South Africa. Using content analysis, quantitative data was collected to qualitatively analyse question papers. Research design combined quantitative method and qualitative data to evaluate the quality and alignment of examination papers with Bloom's Revised Taxonomy, enabling more accurate conclusions to be drawn. Analysing percentage frequency of questions was used to assess the quality and standard of the paper. The percentage frequency of questions within each cognitive domain corresponded to and balanced the different levels of difficulty. The findings revealed that the quality of the examination papers was compromised and inappropriate. The examinations did not display evidence of higher cognitive abilities, indicating unjust distribution of cognitive level and thinking abilities. Technical science examination papers should be revised to include higher-level cognitive skills, preparing students for future STEM careers, and developing skills appropriate for high-tech industries and economies.

Keywords: Assessment standard, Bloom’s revised taxonomy, quality examination papers, technical science.