An analysis of science items in TEOG and LGS examinations, and relevant outcomes of the 8th grade science curriculum according to revised Bloom's taxonomy

Present research aims to investigate outcomes regarding the 8th grade Science and Technology (ST) / Science (S) teaching programs of the 2013-2017 TEOG and 2018-2020 LGS ST/S exam questions according to the Revised Bloom's Taxonomy. The data were obtained through document analysis which is one of the qualitative research methods. In this target, 220 questions belonging to ST/S tests of 2013-2020 TEOG/LGS exams and 254 outcomes related with these questions of 8th grade ST/S teaching programs were analyzed. Classification of examined questions in the frame of this study, has been performed by considering criterions given and expert opinions. The reliability coefficient was computed as 0,86. The findings were evaluated by considering percentages and frequencies. According to the findings of the study, it was observed that the 2013-2020 TEOG/LGS ST/S questions (220 questions) were mostly in conceptual knowledge dimension (164 questions, 74,55%), and in comprehension level of the cognitive dimension (173 questions, 78,64%). It was concluded that the question that measures creative step was not included both in TEOG/LGS ST/S exams. However, it was detected in 2018 LGS exam that there was 1 (0,45%) question that measures metacognitive knowledge. It was understood that most questions (213 questions, 96,82%) measure lower-order thinking skills (LOTS), and only 7 questions (3,18%) measure higher-order thinking skills (HOTS). 254 gain of the 2013-2020 TEOG/LGS ST/S exam questions related to the ST/S teaching programs were evaluated according to the RBT. Gain are mostly in conceptual knowledge dimension (157 gain, 61,81%), and in comprehension level of cognitive dimension (150 gain, 59,06%). However, there are 11 gain (4,33%) in metacognitive knowledge dimension. It was concluded that the gain mostly measure LOTS (226 gain, 88,98%), 28 of them measure HOTS (11,02%). It was determined that the questions and gain that measure questions mostly concentrate in LOTS steps, and HOTS process dimensions are not sufficiently included. It has been observed that the gain are compatible with exam questions, only some objectives in the program are emphasized in exam, and no questions about other gain are asked. When it was investigated the units and gain related to questions in the Central System Common Exams (TEOG, LGS, etc), it cannot be mentioned about a balanced distribution. Based on the data of the study, it was suggested that the questions to be prepared in this context should maintain a balance according to the units and gain. In order to develop and evaluate students' HOTS, it is important to prepare the teaching program and central exams by paying attention to qualifications of the Revised Bloom's Taxonomy. Keywords: LGS, TEOG, Revised Bloom's Taxonomy, Science Curriculum, Science Education.