An investigation of evaluation questions and course outcomes in the 2nd grade life sciences textbook according to the revised Bloom's Taxonomy

This study was carried out according to the steps in the revised Bloom Taxonomy, and the evaluation questions of the 2nd grade life studies course book and the 2nd grade life studies course book were compared with the achievements in the training program and the unit evaluation views. In the research, the research on the Renewed Bloom Taxonomy was examined by making document analysis, the questions and achievements were classified by content analysis in line with the expert opinions, the questions and achievements were placed in a taxonomy table in line with this classification, and at the last stage, 147 unit evaluation questions measure which of the 50 achievements in the curriculum is another. In other words, the content validity of the unit questions was examined by taking expert opinions. According to the research findings: It was seen that the acquisitions in the curriculum were mostly in the conceptual and procedural knowledge steps under the knowledge dimension of the YBT, and in the understanding and application steps under the cognitive process dimension. On the other hand, it was seen that the unit evaluation questions were mostly in the conceptual and procedural knowledge levels under the knowledge dimension of YBT, and in the remembering and understanding steps under the cognitive process dimension. In the research, it was seen that the acquisitions in the curriculum were represented/covered by 24.29% for the knowledge dimension of the SCT and 21.08% for the cognitive skills dimension in the unit evaluation questions. In general, the achievements of unit evaluation questions in the curriculum can be said for the lower steps of YBT.