Investigation of the High School Entrance Exam and published sample mathematics questions between 2018-2023 years according to the Revised Bloom Taxonomy

Purpose: In this research, it is aimed to examine the levels of the questions of the High School Entrance Examination which was held between 2018-2023 and the sample questions published in the specified years according to the Revised Bloom Taxonomy. Additional to it is aimed to take the teachers' opinions, that are according to Revised Bloom Taxonomy, about the level of the mathematics questions which are published at the same year as sample and the math questions High School Entrance Exam. In addition, according to Revised Bloom Taxonomy it is aimed to get teachers' opinions about the level of the questions of High School Entrance Exam mathematics and the level of sample mathematics questions published in the same year. Method: Qualitative research method was used in this research. Document review method was used in examining the mathematics questions of High School Entrance Exam mathematics and sample mathematics questions according to Revised Bloom Taxonomy and the case study method was preferred to reveal teachers' opinions on the subject. In the first part of the research, a total of 120 questions, which were High School Entrance Exam mathematics questions conducted between 2018-2023, and a total of 425 questions. Which were published as mathematics sample questions in these years, constituted the documents of the research. In the second part of research 12 teachers, who are different gender, seniority and education level and taught the 8th grades, constituted the study group. The data collection process in the research took place in two stages. In the first stage, the questions and the sample questions of High School Entrance Exam accessed from the web site of ministry of national education were examined according to Revised Bloom Taxonomy at this stage, the data were analyzed with the document analysis method. Expert opinions of a mathematics teacher were taken, who has a study on Revised Bloom Taxonomy, in the analysis of the examined questions. In the second stage of the research, there was interviewed with the teachers. In the research, data were collected and analyzed in accordance with the principles of validity and reliability, paying attention to ethical principles, and the findings by taken screenshots of questions were presented by including sample expressions from teachers' opinions. Results: According to Revised Bloom Taxonomy, because of examining the maths questions and the sample questions of High School Entrance Exam conducted between 2018-2023; it was found that the questions concentrated on the application step of procedural knowledge in 2018-2019. It was determined on the mathematics questions of High School Entrance Exam and sample questions, which applied in 2018-2019 academic year, that concentrated on the procedural knowledge step in the knowledge dimension and the application step in the cognitive process dimension. It was observed on the mathematics questions of High School Entrance Exam and sample questions, which applied in 2019-2020 academic year that the knowledge dimension was concentrated in the operational knowledge step and the analysis step was concentrated in cognitive process dimension. Density was detected, in the knowledge dimension, procedural knowledge steps and metacognitive knowledge steps on the mathematics questions of High School Entrance Exam which applied in 2020-2021 academic year that and sample questions. On the other hand, there weren't any questions were published at the metacognitive knowledge level in sample questions were published at the same year, density on procedural knowledge level showed consistency with the sample questions. The questions, in 2021-2022 academic year High School Entrance Exam is assimilar to sample questions, concentrated on the operational knowledge step in the knowledge dimension of Revised Bloom Taxonomy and concantreated on the application step in the cognitive process dimension. It was detected on the questions, that is sample and High School Entrance Exam mathematics questions published by the Ministry of National Education for the central sample exam in the 2022-2023 academic year, are concentrated at the procedural knowledge level in the knowledge dimension according to Revised Bloom Taxonomy. When it was examined according to the cognitive process dimension, it was reached that while the sample questions were concentrated at the analysis level, the questions of High School Entrance Exam were concentrated at the application level. 2 of the teachers, who are participated in the study, stated that the mathematics questions of High School Entrance Exam were suitable for the student level, 3 of them stated that they were difficult in the first years but started to be suitable for the student level in recent years, and 7 of them stated that they were above the student level. As there were 3 teachers who stated that the sample questions of mathematics were appropriate for the level of the students, the other 9 teachers stated that the levels of them were above the level of students and harder than the mathematics questions of High School Entrance Exam. according to Revised Bloom Taxonomy, 7 of the teachers, who examined the distribution of mathematics test questions of High School Entrance Exam and sample mathematics questions that are published monthly, stated that there was a harmony between the questions and 5 of them stated that there was little harmony between the questions. Conclusion and Suggestions: In the result of the research, sample mathematics questions and mathematics questions of High School Entrance Exam, that are within the scope of research, were analyzed in detail year by year and the findings were created and comparative comments were done. When the sample questions, that were published by the Ministry of Education, were examined, questions of mathematics were generally at the level of procedural knowledge was determined. It was determined that, at the level of cognitive process were concentrated on the application or analysis step and there was no homogeneous distribution. It was concluded that, mathematics questions of High School Entrance Exam and the sample questions, that are published by Ministry of Education for the common exam, were not exactly compatible despite their similarities. When the questions were examined according to Revised Bloom Taxonomy, it was concluded that there was no balanced distribution in the components of the taxonomy. According to the interviews of the teachers was relieved that the sample mathematics questions were thought to be more difficult than the mathematics questions of High School Entrance Exam. In addition, it was concluded that teachers, who examined the distributions according to Revised Bloom Taxonomy, criticized themselves and got used to new system of exam and skill- based questions. Depending on the results, it is recommended to ensure diversity of questions in central exams by including questions at different levels in the research.