Examining geometry based -skill based ouestions

The purpose of the research is to examine the distribution of Geometry Content Skill-Based questions in the 8th Grade workbook and skill-based tests prepared for 5th-8th grades in the LGS conducted between 2018-2023, according to years, cognitive levels within the framework of Bloom's taxonomy, and their distribution according to learning and sub-learning areas. Method: Document Analysis method, one of the qualitative research methods, was adopted as the method in the research, and Descriptive Analysis was used in the analysis of the data. Expert evaluation was applied for the validity and reliability of the research, and reliability was ensured by consensus using the Miles-Huberman (1994) formula. Findings: 66 of the 120 mathematics questions between 2018-2023 were asked with geometry content, 5 of these questions were at the Application level, 60 of the remaining questions were at the Analysis level, and 1 was at the Synthesis level. As a result of the findings we obtained in terms of learning and sub-learning areas, questions came from Square Root Expressions, Algebraic Expressions and Identities every year. When the 5th-8th grade skill-based tests were examined, it was concluded that the levels were more at the analysis level, and the 8th grade workbook had more Application level questions. In addition, it was found that the geometry-content questions in the 5th, 6th and 7th grade skill-based tests came mostly from the Geometry and Measurement learning area. Conclusion and Recommendations: In the research we examined the 2018-2023 LGS questions, skill-based tests and workbook, it was suggested that the number of geometry-content questions should be distributed equally in all grade levels. It was suggested that similar studies could be conducted according to the new curriculum themes within the scope of the Turkey Century Education Model.