Review of mathematics course problems and 8th grade teaching program LGS gains according to the revised Bloom's Taxonomy

The aim of this research is to analyze the LGS Mathematics test questions between 2018 and 2022 and the 8th grade Mathematics curriculum outcomes with regards to the Revised Bloom's Taxonomy. In the study, case study strategy and comprehensive examination method, one of the qualitative research designs, were used. The dataset comprises 100 Mathematics questions and 52 learning outcomes over 5 years. According to the research findings, 10% of the 2018 LGS Arithmetic course questions are calculated, 90% are at the procedural information level, and with regards to cognitive process, 5% are at the recollecting level, 55% are at the implementation level, and 40% are at the analysis level. 95% of the 2019 LGS Science course questions are at the functional level, 5% are at the metacognitive information level, and with regards to cognitive process, 30% are at the implementation level and 70% are at the analysis level. 100 percent of the 2020 LGS Arithmetic course questions are at the functional information stage, 30% are at the implementation stage and 70% are at the analysis stage with regards to cognitive process. 90% of the 2021 LGS Math course questions are at the functional level, 10% are at the metacognitive information stage, and with regards to the mental interaction, 25% are at the implementation stage and 75% are at the analysis examination stage. 100 percent of the 2022 LGS Science course questions are at the functional information level, 35% are at the implementation level and 65% are at the analysis level with regards to cognitive process. In the context of cognitive processes, 1% are at the level of remembering, 35% are at the implementation level, and 64% are at the level of implementation. is at the analysis stage. When all five-year questions are examined together, 2% of all questions are conceptual, 95% are at the operational level, and 3% are at the metacognitive level. When the questions from each year and the relevant achievements were looked at in terms of achievements, it was found that some questions had more than one goal, that more than one question was asked for the same goal, that the achievements weren't evenly distributed, and that the achievement levels were lower than the levels of the questions in about half of the questions. In the new Bloom Taxonomy, it has been determined that the questions' steps do not have a heterogeneous distribution, that almost all of the questions are at the level of procedural knowledge, and that in the context of cognitive process, the gains are concentrated at the implementation level while the questions gain weight at the analysis level. It is essential to address all phases of the scientific classification while setting up the inquiries, to appropriate the educational plan results homogeneously to the inquiries, and to focus on the characteristics of RBT while getting ready both the results and the inquiries.