Examination Of The Turkish Questions In The ''İYEP'' Student Identification Tool According To The Revised Bloom's Taxonomy

In this study, a total of 15 main questions and their associated sub-questions in the Turkish section of the Student Identification Tool (ÖBA) within the Primary School Enrichment Program (İYEP) for the academic year 2023-2024 are examined according to the Revised Bloom's Taxonomy. Document analysis from qualitative research methods is used in the study. 23 questions in total are classified according to the knowledge dimension and cognitive process stages of the Revised Bloom's Taxonomy, and their percentages and frequencies are calculated. As a result of the research, it is understood that Turkish questions in ÖBA are clustered around specific cognitive process stages and knowledge dimensions. When the Turkish questions in the ÖBA are examined according to the cognitive process stages of the Revised Bloom Taxonomy, it is observed that 44% are at the comprehension stage and 56% are at the application stage. There are no questions at the remembering, analyzing, evaluating, and creating stages. When the same questions are examined according to the knowledge dimension of the Revised Bloom Taxonomy, it is observed that 69% are factual and 31% are in the procedural knowledge dimension. There are no questions at the conceptual and metacognitive knowledge stages. If the skills (reading, writing, listening, and speaking) included in İYEP are required to be delivered to students effectively and efficiently, there should be a balanced distribution of achievements and activities suitable for these skills according to the taxonomy. If raising a generation capable of understanding and interpreting what they read is desired, attention should be given to the distribution of skills in the program according to the analysis, evaluation, and creation stages.