Examining LGS Turkish questions according to Barrett Taxonomy and improving teachers' question predictive skills

The purpose of this research is to evaluate the 8th grade Turkish course questions in the High School Entrance Exam, which has been implemented by the Ministry of National Education since 2017-2018 academic year, according to the Barrett Taxonomy and to develop the question prediction skills of Turkish teachers for higher-level thinking skills in accordance with the taxonomy. To achieve this purpose, the "basic qualitative research" design, one of the qualitative research designs, has been used. The process steps of the research have been organized according to action research, and the data analysis has been organized according to the content analysis approach. In the first stage of the research, LGS Turkish questions have been analyzed. It has been revealed that the questions in the Turkish Curriculum focus on the reading skill and that these outcomes are aimed at inference and evaluation skills. It is seen that the most frequently asked learning outcome is "T.8.3.25. Student makes inferences about what he reads." It has been revealed that it is used together with the outcome which is usually the fourth most frequently asked outcome, "T.8.3.21." Student interprets the content of the text." and that some questions addressed more than one learning outcome. In the terms of Barrett Taxonomy, the questions have been observed to have been concentrated on the inference and evaluation steps, expressing high-level cognitive skills In the second stage of the research, an in-service training course program has been developed to improve teachers' question-producing skills for higher-level thinking skills in accordance with Barrett's Taxonomy and has been received approval from the Ministry of Education. In the third stage of the research, a 30-hour in-service training course has been applied to the participant group. In the fourth stage of the Main Research, the results of the first and third stages have been evaluated together. The results of the first phase have been used as benchmarks to measure the effectiveness of the course. The LGS Turkish questions predicted by the participants before and after the training have been evaluated according to Barrett's Taxonomy. It has been revealed that the LGS questions predicted by Turkish teachers before in-service training addressed the lower level levels of the taxonomy. After the in-service training course, it has been revealed that the questions predicted by the teachers addressed the upper levels of the taxonomy and that the participants were able to write questions at the same level of taxonomy as the LGS Turkish questions.