Examination of unit evaluation questions in chemistry course books according to the renovated Bloom Taxonomy and examining the relationship with the learning gains

The aim of this study is to analyze the end-of-unit evaluation questions in the Chemistry textbooks prepared in accordance with the achievements of the Secondary Education Chemistry Curriculum developed and implemented by the Ministry of Education Board of Education and Discipline in 2018, according to The Renovated Bloom Taxonomy, and to determine the harmony of the learning outcomes in the program with the end-of-unit evaluation questions. is to determine the content validity. In the study, content analysis was carried out using document analysis, which is one of the qualitative research methods. For the collection and analysis of the data, 9th, 10th, 11th and 12th grade chemistry textbooks and 2018 secondary school chemistry curriculum achievements were used, which were accepted by the decision of the Ministry of Education, Education Board, dated 28.05.2018 and numbered 78. As a result of the study, it was seen that at all grade levels, unit evaluation questions focused on low-level cognitive steps, and the number of questions in high-level cognitive steps was proportionally very low. In the metacognitive knowledge level, no questions were found at all grade levels. It has been determined that one of the 12th grade unit evaluation questions is related to another class outcome, there is no question about an outcome, and there is no question about 3 of the 9th grade outcomes. In addition, it was observed that there were few questions about some achievements at all grade levels.