Analysis of elementary mathematics teachers' examination questions and TEOG mathematics questions according to revised Bloom's Taxonomy

The purpose of this study is the comparative analysis of the TEOG math questions and elementary mathematics teachers' written exam questions according to Revised Bloom's Taxonomy. Under the research, 40 TEOG questions applied in fall term in 2013-2014 and 2014-2015 academic years and 240 teachers' written math exam questions that measure the same learning outcomes were examined. . In this study, document analysis was used as a qualitative data collection methods. Collected question were primarily classified according to the Revised Bloom Taxonomy by the researcher. Expert opinion was taken in two stages. As a result, there was no question which measures the factual and metacognitive knowlwdge in the knowledge dimension of Revised Bloom's Taxonomy. The rate of questions that measures conceptual knowledge is higher in teachers' written exam questions (58.8%). However, the of questions which measure procedural knowledge is higher (55%) in TEOG. Among the questions examined within the scope of the research, there was no question to measure the creation step. While there were 9 questions to measure the remembering step in teachers' written exams, there was no question that measures this step in TEOG questions. Moreover, according to the Revised Bloom's Taxonomy dimensions, the distributions of teachers' written exam questions and TEOG questions were compared according to various independent variables. The Chi-Square of İndependence Test revealed a statistically significant difference between the cognitive process dimension distributions. Keywords: TEOG, Revised Bloom's Taxonomy, Mathematics Written Questions,Assessment and Evaluation