Analysis of 2023 High School Transition System (LGS) mathematics questions and 8th grade MEB monthly sample questions according to the revised Bloom Taxonomy

In this study, the High School Entrance Exam (LGS), which was held in 2023, mathematics questions, and the monthly sample mathematics questions published by the Turkish Ministry of National Education (MoNE) throughout the 2022–2023 academic year were comparatively analyzed in the scope of the framework of the Revised Bloom's Taxonomy developed by Anderson and Krathwohl. Document analysis method, as a part of qualitative research techniques, was applied in the study. Each published and exam question was coded along two dimensions: the knowledge dimension (factual, conceptual, procedural, metacognitive) and the cognitive process dimension (remember, understand, apply, analyze, evaluate, create). Findings of the study demonstrated that the 2023 LGS mathematics questions mainly address procedural knowledge (80%) and apply (75%) dimensions. The monthly sample questions demonstrated a similar distribution; particularly, the questions published in March, April, and May were highly compatible with the LGS questions in terms of both content and cognitive complexity. This similarity suggests that the MoNE's sample questions are mainly consistent with the structure of the official exam, and students who study these examples are significantly supported in their cognitive preparation for the LGS. However, while the LGS exam did not include a small number of questions that addressed metacognitive knowledge and creation-level thinking, such question types were entirely absent from the sample questions. This finding emphasized the need for greater variety in question design to foster students' higher-order thinking skills. In conclusion, the study presented a meaningful taxonomic similarity between the LGS mathematics questions and the monthly sample questions. Nevertheless, it was also concluded that the sample questions do not fully reflect the complete cognitive scope of the official exam. Therefore, it is suggested that future sample questions should be enriched to include higher-level cognitive processes such as evaluation and creation.