Review of primary and secondary education institutions scholarship exam science questions according to the renewed Bloom taxonomy

In this research, secondary school science questions in the Primary and Secondary Education Institutions Scholarship Examination (IOKBS) were examined. İOKBS science questions between 2018-2023 (6 years) constitute the sample of the research. While examining the questions, evaluations were made according to science subject areas and the renewed Bloom taxonomy (YBT) criteria. Qualitative research, which is based on understanding and questioning an event in depth, constitutes the methodological part of the study. Document analysis, which is a qualitative research method and allows access to written sources without wasting time, was used to collect data. In total, 600 science questions in IOKBS were analyzed. The questions were categorized according to subject areas, knowledge and cognitive domain dimensions of YBT, and their frequencies were calculated. The questions were evaluated according to subject areas and it was determined how many questions were from each field. In the fifth grade, the most questions are from the subject areas of physical events (44 questions) and living things and life (39 questions), in the sixth grade, the most questions are from the subject areas of living things and life (51 questions) and physical events (42 questions), in the seventh grade, the most questions are from the subject areas of physical events (42 questions). Events (54 questions) and matter and nature (37 questions) were the subject areas, and the most questions in the eighth grade were determined from the subject areas living things and life (51 questions) and matter and nature (42 questions). In the research, it was determined that the questions accumulated in different areas according to years. It has been determined that the secondary school science question items asked in IOKBS are not distributed homogeneously according to subject areas, but are distributed heterogeneously. When 600 IOKBS questions were evaluated according to the knowledge dimension of YBT, it was determined that the most questions were conceptual (71 questions) in fifth grades, factual (73 questions) in sixth grades, conceptual (65 questions) in seventh grades and conceptual (58 questions) in eighth grades. No question containing metacognitive information could be identified. It has been observed that the accumulation is greater in factual and conceptual knowledge. When the questions were evaluated according to cognitive level, it was determined that the most questions in the fifth grades were from the comprehension level (54 questions), in the sixth grades from the remembering level (68 questions), in the seventh grades from the understanding (55 questions) and remembering levels (55 questions), and in the eighth grades from the comprehension level (54 questions). Has been made. It has been determined that there is no question in the creation step. It was observed that the number of tests evaluated in the exam measured lower-level questions was higher than the number of measurements in higher-level questions. The study concluded that the science questions in IOKBS consist of a structure that supports lower-level cognitive domain steps. In central exams such as IOKBS, care should be taken to distribute the questions to subject areas to ensure content validity. Science test questions in IOKBS may focus on cognitive domain steps that will reveal higher-level thinking