An analysis of the transition system to high schools (LGS) Turkish questions and the end of theme evaluation questions of the 8th grade Turkish textbook according to the revised bloom taxonomy

This study aims to comparatively evaluate the evaluation questions in the 2023 High School Transition System (LGS) Turkish and the 8th grade Turkish textbook taught in the 2022-2023 academic year in terms of knowledge and cognitive process domain classification according to the Renewed Bloom Taxonomy (RBT). In the study, document review method, one of the qualitative research methods, was used. The data were analysed using two evaluation tools developed by the researcher: the "LGS Turkish Questions Evaluation Form" and the "8th Grade Turkish End-of-Theme Assessment Questions Evaluation Form." The data set included 20 Turkish questions from the 2023 LGS exam and 74 end-of-theme assessment questions from the official 8th-grade Turkish textbooks used in the 2022–2023 academic year. For the collection and analysis of the data, 20 LGS Turkish questions administered during the 2022–2023 academic year and 74 end-of-theme evaluation questions from the Turkish textbooks distributed to schools by the Ministry of National Education in the same academic year were used. As a result of the data analysis, the LGS questions and the 8th-grade Turkish course end-of-theme evaluation questions were examined in terms of knowledge and cognitive processes, and their percentage distribution according to the Revised Bloom's Taxonomy was analysed. Expert opinions from two field specialists were sought during the data analysis process. When the knowledge accumulation and cognitive process dimensions were considered together, it was determined that there was an accumulation in the number of questions in the conceptual/understanding and conceptual/recall stages. It was determined that the 8th grade end-of-theme evaluation questions were at a higher level in the cognitive dimension, while the LGS questions were at a lower level. In this context, it was concluded that the LGS questions assessed lower-order cognitive skills compared to the end-of-theme evaluation questions in the Turkish course. It was observed that both the LGS Turkish questions and the end-of-theme evaluation questions in the Turkish course book were not homogeneously distributed across the categories of the Revised Bloom's Taxonomy, indicating that the levels of the questions were insufficient.