Examination of High School Transition System (LGS) mathematics questions and 8th grade mathematics textbook unit evaluation questions according to the Renovated Bloom Taxonomy

In this research it is aimed to examine all mathematics questions of the High School Transition System (LGS) exam between 2018 and 2022 and all end-of-unit evaluation questions of the 8th grade mathematics textbook recommended to be read by the Ministry of National Education according to cognitive process and knowledge dimensions in terms of Revised Bloom's Taxonomy (RBT). In the study, data were obtained by using document analysis method, which is one of the qualitative research methods. In the collection and analysis of the data, a total of 207 evaluation questions at the end of the unit of the 8th grade mathematics textbook taught in Secondary and Imam Hatip Secondary Schools and a total of 100 mathematics questions in the LGS exam were used. As a result of the analysis of the data, LGS questions and unit evaluation questions of the eighth grade mathematics textbook were evaluated separately in the dimensions of information and cognitive process and the frequency and percentage distribution of the questions according to RBT were examined. While analyzing the data, the opinions of two field experts were taken. LGS exam mathematics questions; when evaluated with the cognitive process dimension of RBT, it was found that the questions mostly belonged to the high-level cognitive steps, and when evaluated with the information dimension, the majority of the questions were located in the procedural step. It was concluded that the unit evaluation questions of the eighth grade mathematics textbook were cognitively stacked in the lower cognitive steps and in the information dimension, the majority of the questions were in the procedural step. When the findings were examined, it was determined that both the unit evaluation questions in the mathematics textbook and the LGS questions were not homogeneously distributed in terms of RBT and the question levels were insufficient. It is recommended to prepare the mathematics questions in the LGS and unit evaluation questions in such a way that they have a balanced distribution in terms of RBT. In addition, it is recommended that the unit evaluation questions in the textbook should be asked by increasing the number of questions according to the upper cognitive steps of the RBT.