Examining the primary education mathematics teachers' exam questions and LGS exam mathematics questions according to the sub-learning areas of the mathematics curriculum and Revised Bloom Taxonomy

In order to lead a comfortable lifeas economically and socially, the choice of profession, self-realization of the individual, success in the work and self-confidence are determining factors. For this, it is essential to be successful in the central exam for the transition from secondary school to high school and to be placed in a qualified high schools demanded by many students but where the number of the students to be admitted are limited. It is very important to analyze this central exam to be successful in LGS, which is one of the turning points of life for students. At the same time, a student of 8th grade is responsible for the learning outcomes in the relevant curriculum. Teachers should consider the cognitive domain levels of the LGS questions while preparing their own exams. In this study, where the distribution of learning outcomes of primary school mathematics teachers' eighth grade mathematics exam questions and LGS exam mathematics questions in the sub-learning areas of the Mathematics Curriculum and the compatibility of questions according to Revised Bloom Taxonomy levels were examined, it is aimed to create an awareness with the Revised Bloom's Taxonomy evaluation to the mathematics course, which is always low as regards the central exam net averages and to contribute to the teachers as regards considering the cognitive domain levels of LGS questions while preparing their exams and to try to eliminate and improve the deficiencies, if any. This study is a descriptive study conducted in the qualitative research design. In the study carried out with the document review method, the sample was selected with the maximum variation method, which is one of the non-random sampling methods. The research group of the study consists of 20 mathematics exam questions asked in the 2018 LGS exam and a total of 952 exam questions applied by the 8th grade teachers in Suluova district of Amasya province throughout the 2017-2018 academic year and the learning outcomes and sub-learning areas in the MEB 2017 Mathematics Curriculum. The data obtained through document review was first subjected to descriptive analysis. First of all, the learning outcome and sub-learning areas included in the mathematics questions of LGS exam and teachers' mathematics exam questions were determined according to the curriculum. Then, the levels of mathematics questions of LGS exam and teachers' mathematics exam questions within the scope of Revised Bloom's Taxonomy were determined by referring to expert opinions. The data were interpreted by turning them into frequency and percentage tables using descriptive statistics. According to the results of the research, it is observed that mathematics questions of 2018 LGS exam are not sufficient to represent each sub-learning area and learning outcomes of the Mathematics Curriculum. Although there are questions from each sub-learning level in teachers' mathematics exam questions, it has been observed that there is no balanced distribution according to the number of learning outcomes. In addition, it has been observed that there are no questions in the "Factual Knowledge" and "Metacognitive Knowledge" levels in the "Knowledge Dimension" of Revised Bloom's Taxonomy in both 2018 LGS exam mathematics questions and teachers' mathematics exam questions, and the questions are mostly at the "Procedural Knowledge" level. Although teachers' mathematics exam questions are mostly included in the "Procedural Knowledge" level in the Knowledge Dimension like LGS, there is a significant difference between the distribution of 2018 LGS mathematics questions and teachers' mathematics exam questions in the "Knowledge Dimension" of Revised Bloom Taxonomy. Also, it is obtained that both in 2018 LGS exam mathematics questions and teachers' mathematics exam questions, there are no questions at the "Remembering", "Evaluating" and "Creating" levels in the "Scientific Process" dimension of the the Revised Bloom Taxonomy. Moreover, the questions are mostly in the "Analysis" level in the 2018 LGS exam. When the compatibility of mathematics questions of 2018 LGS exam and teachers' mathematics exam are examined according to the Revised Bloom's Taxonomy, there is a significant difference between the distribution of 2018 LGS mathematics questions and teachers' mathematics exam questions in the "Scientific Process Dimension" of Revised Bloom Taxonomy.