With exam questions of middle school math teachers analysis of skill-based mathematics questions according to Revised Bloom Taxonomy

The Ministry of National Education (MEB) has announced with its 2023 Education Vision document, on which foundations the Turkish education system will build its future. It is aimed that the exam questions in this document are at a level that can be solved with the use of skills such as "critical thinking, complex problem solving and creativity" that have become widespread as 21st century skills in application, analysis, synthesis dimensions. The purpose of this research; to determine in which knowledge and cognitive process dimensions middle school mathematics teachers exam questions and skill-based mathematics questions are included according to the Revised Bloom Taxonomy (YBT). In this study, document analysis method, one of the qualitative methods, was used. In this context, math questions in 5th, 6th and 7th grade skill-based tests published by MEB and exam questions of middle school math teachers were analyzed by two coders according to YBT and classified. As a result of the research, it was found that skills-based mathematics questions of the Ministry of Education measure higher cognitive levels on the basis of knowledge dimension in YBT, while mathematics teachers' questions measure lower cognitive level in factual and conceptual level. When we look at the result of the research according to the cognitive process dimension, 90% of the skill-based mathematics questions of the Ministry of National Education are mainly at the level of understanding, application and analysis, and 10% are at the level of evaluation and creation. There were no questions in the remembering step in the Ministry of National Education. In the questions prepared by middle school mathematics teachers, 99.9% of the questions are at the stage of remembering, understanding and applying, and only one question analysis stage. Based on these results, the skill-based mathematics questions of the Ministry of National Education are at the question level that measure the higher skills of the students, while the questions of the middle school teachers do not prepare the students to the next class with metacognitive skills and do not prepare them for the LGS, which also includes skills-based questions. If the teacher exam questions and the skillsbased mathematics questions of the Ministry of National Education are balanced and harmonized in terms of the knowledge and cognitive process dimension of YBT, more successful results can be expected as a country in international exams that measure higher-level skills (such as PISA and TIMSS). Keywords: Skill-based math questions, mathematics education, exam questions, Revised Bloom's Taxonomy