Akademik Veri Yönetim Sistemi
Science Insights Education Frontiers (SIEF), cilt.16, sa.2, ss.2505-2536, 2023 (Hakemli Dergi)
Abstract: This study aims to evaluate exam questions set by science
teachers for eighth grade students and science questions from a
central high school entrance exam (HSEE) according to the Revised Bloom’s Taxonomy (RBT). In this study, document analysis
technique was employed, as one of the recognized methods of qualitative research. The HSEE science questions and the teacherprepared exam questions were evaluated separately in the dimensions of knowledge and cognitive process, and the frequency and
percentage distribution of the questions were examined according
to the RBT. The science teachers’ exam questions were found to be
the most suitable for factual knowledge in the RBT knowledge dimension, and the most appropriate for the remembering and understanding levels of the cognitive process dimension. It was determined that the HSEE science questions were the most suitable for
conceptual and procedural types of knowledge in the RBT
knowledge dimension, and for the understanding and analyzing
levels in the cognitive process dimension. Both the questions prepared by teachers and the HSEE science questions were not homogeneously distributed in terms of the RBT. It was determined that
while the science teachers’ exam questions were at the lower level
of the cognitive process, the HSEE science questions were at a level
higher than those prepared by the teachers.