Evaluation of Turkish course questions (SBS, TEOG and LGS) in the last 10 years in terms of revised Bloom Taxonomy

This study aimed to classify the Turkish course questions in the high school entrance exams (SBS, TEOG, LGS) between 2010 and 2020 according to the domain and cognitive process dimension of the Revised Bloom's Taxonomy. Within the scope of the research, 373 questions were analyzed using document analysis method, which is one of the qualitative research methods. The questions were classified according to the criteria prepared by the researcher in accordance with the cognitive levels of the Revised Bloom's Taxonomy, and then reviewed by consulting experts. The questions examined in the research are generally based on conceptual knowledge in the domain of knowledge; In the cognitive domain steps, it was concluded that it was at the recall level. In addition, the questions in SBS, TEOG and LGS exams were compared with each other after classification, and as a result, it was found that there was no significant difference between exam systems. It has been observed that there is no assessment and creation step in all three types of exams. This situation shows that exam questions are incomplete and insufficient to measure students'high-level skills. As a result of the research, it was suggested that the questions in the high school entrance examination should also allow the assessment and evaluation of higher-level cognitive levels. Key words: High school entrance exams in Turkey (TEOG, SBS, LGS), revised Bloom taxonomy, assessment