(analysis of the religious culture and moral knowledge course (DKAB) questions asked in high school entrance exams (LGS) and the related achievements in the revised bloom taxonomy (Examples of 2017-2022)

Curriculum, which forms the framework of educational activities, consists of objectives, achievements leading to objectives and testing of attainment. The purpose of this research is to analyze the Religious Culture and Moral Knowledge Lesson (DKAB) questions asked in the High School Entrance System (LGS) and the related acquisitions in the curriculum in Revised Bloom's Taxonomy (YBT). While analyzing the data, document analysis, one of the qualitative research types, was preferred. The data sources of this study are the DKAB questions asked in the LGS exam between the academic years 2017- 2018, 2018-2019, 2019- 2020, 2020- 2021 and 2021-2022, the 8th grade achievements in the DKAB program published in 2010 and the new teaching for 2018. 8th grade attainments in the program.In the study, 50 DKAB questions and 25 related acquisitions were analyzed in YBT. As a result of the research; It has been concluded that the LGS exams held between 2017-2022 coincide with the achievements in the DKAB curriculum, some achievements are asked every year, while some achievements are not measured in the questions, in some years two questions are asked from one achievement, and in some years the questions asked measure two achievements. When the questions were examined in terms of knowledge dimension, it was concluded that the questions were generally at the understanding level (33 questions) in terms of cognitive process, in which it generally measured conceptual knowledge (39 questions). When the acquisitions are examined in terms of knowledge, it is generally found that they are in the conceptual knowledge dimension (18 acquisitions), and when they are examined in terms of cognitive process, they are generally in the understanding level (16 acquisitions).Therefore, when the questions and achievements are evaluated in general, it is concluded that when the conceptual knowledge and cognitive process steps of the SCT are examined in the knowledge dimension, the questions and acquisitions that are piled in the understanding level do not show a balanced distribution to the steps.