Evaluation of the history questions that were asked in the secondary education institution exams between the years 2003-2006 by using blooms taxonomoy

The main purpose of our education system is to equip the students withinformation skills rather than to deliver them informatiom. This can be achievedthrough upper mental process skills. That requires skills of scientific methods solvingthe encountered problems and comprehension rather than memorisation. Since 1998,for the high school exams it has been prepared questions aimed at measuring uppermental process skills.The purpose of this research is to evaluate the questions that asked between2003-2006 of Secondary Education nstitution Exams (OKS) by using Bloom?sTaxonomy and statistical data.During the research, 40 history questions were selected, asked between 2003-2006 OKS, and their item analysis and evaluations were conducted as to the Bloom?staxonomy. The questions were classified according to their class, subject andfrequency as to the units.In the research, it has been observed that the questions were at the level ofcomprehension. A few questions were at the level of analysis and no question was atthe level of synthesis. It was also observed that there has been inequalities ofquestions on class levels, unit and subject distrubitions. As to the years the averagedifficulty and distributional differention indexes were close to each other.As a result, the distribution ratio of units and subjects should be taken intoaccount. The questions in the test should be prepared so as to measure cognitive fieldand every level. Negative rooted questions should be more clear and comprehensible.In order to get more efficiency from the students the questions should testcomprehension, analysis, synthesis, and evaluation level of the students rather thaninformation.