Evaluation of High School Entrance System (LGS) exam English questions according to the Revised Bloom Taxonomy and curriculum

The purpose of this research is to determine the cognitive levels of 2018, 2019 and 2020 LGS English questions according to the Revised Bloom Taxonomy and to what extent they measure the objectives in the 8th grade English curriculum. For this purpose, in the first part of the study, a detailed document analysis was made and the studies on the Renewed Bloom Taxonomy were examined in detail. In the second part of the study, questions and objectives were matched in line with expert opinions and placed in the taxonomy table by making content analysis. In the third part of the study, the opinions of 90 teachers working within the borders of Çankırı were obtained by means of a questionnaire about the extent to which LGS English questions measure 20 objectives in the 8th grade English curriculum. According to the findings, while the objectives focus on conceptual and procedural knowledge in terms of knowledge dimension, they are only at the stage of understanding and applying in terms of cognitive process. There are no objectives belonging to the metacognitive type of knowledge and in terms of cognitive process there are not any belonging to the steps of analyzing, evaluating and creating. None of the English questions asked in the 2018 LGS measures a high-level cognitive process. One-third of the questions asked in 2019 and 2020 are in the higher-level cognitive process steps such as analyzing and evaluating. The majority of the teachers who participated in the research survey stated that the questions measure the achievements. According to the results of the research, it was understood that LGS English questions were suitable for the objectives in the curriculum, but did not measure all of them.