Central examinations of assessment and evaluation devoted to bilingual students: Example Netherlands

The aim of this study is to determine the readability of the text used in Turkish questions asked in transition to secondary education exam, organized by CITO, in Netherlands . And to investigate questions related to the text in accordance with Revised Bloom Taxonomy's cognitive process. In the scope of the research, Turkish exam questions had been asked in Netherlands between 2011-2015, were utilized. Total 493 questions have been examined based on cognitive process of Revised Bloom Taxonomy. Also, the readability level of 113 texts have been determined with the readability formulas developed by Atesman (1997). In the first dimension of the research, determining of the readability level in central Turkish exam texts, was used quantitative screening model based on description. In the second dimension, the central Turkish exam's questions were determined in terms of the level of compliance with Revised Bloom Taxonomy, by using document analysis method. Applied in 2011-2015 VWO/ HAVO revealed that when looking at the average readability level of the text in Turkish exam according to tests, 5 of the exams was found in the middle difficulty and 5 of them in the harder levels. The findings on exam questions stated that the most questions contained section in 10 exams was understanding part. Following the understanding part was recall section. But in places where the upper level of behavior is measured was found less questions. Keywords: Bilingualism, Assessment, Central Exams, Turkish Education, Revised Bloom Taxonomy