Analysis of skill-based questions in terms of some variables from the perspectives of science teachers and researchers

In line with the measurement and evaluation objectives in the MEB 2023 education vision, the central exams; it is stated that the purpose will change in the context of question types and content, and it will be in a structure that allows students to use skills such as critical thinking and interpretation. In this context, the evaluation of the changing exam system from different perspectives (TIMSS and PISA, the skills targeted in the curriculum, etc.) is important for measurement and evaluation. In this study, it is aimed to analyze skill-based LGS exam questions by science teachers and researchers in terms of some variables. These variables can be listed as scientific process skills, life skills, engineering and design skills, revised Bloom's taxonomy, Webb's depth of knowledge levels, the aspect of TIMSS cognitive field assessment framework, PISA scientific literacy, the acquisitions in the science curriculum and the activities in the science books. The study was designed according to the case study pattern. The study group of this research consists of 11 science teachers working in different provinces in the 2020-2021 academic year and researchers who are experts in their fields. In this study, the science questions in the LGS, whose data were made in 2018, 2019, 2020, and forms that allow these questions to be examined in terms of the determined variables were created. In addition, descriptive analysis method was used to analyze the situations in data analysis. As a result of the study, it has been determined that skill-based questions are mostly focused on the science process skill of "inference", they are more suitable for "analytical thinking" and "decision making" skills than life skills, and there are few questions related to engineering and design skills. In addition, it was concluded that the questions formed a backlog at the "understanding" levels according to revised Bloom's taxonomy, and overlapped with "level 1" and "level 2" according to Webb's DOK levels. According to the PISA science literacy and TIMSS framework, it was concluded that the questions were not distributed homogeneously and each question measured at least one acquisition in the science program. However, it has been determined that all of the acquisitions in the science program and the experiments/activities in the science book do not meet the questions sufficiently. As a result of the study, it was understood that the questions obtained did not fully measure the life skills in the program. In addition, it was determined that the questions were generally aimed at lower levels in the taxonomies (such as Bloom, Webb DOK level, etc.) and that there were not enough questions for all levels. According to these results, it is recommended to prepare parallel questions according to the acquisitions and skills in the program with national and international evaluation frameworks in order to achieve our educational goals.