An analysis of the High School Entrance System (LGS) questions in terms of learning objectives of the science curriculum and revised Bloom's taxonomy

This research is a descriptive study to determine the level of alignment of the High School Entrance Examination (LGS) questions regarding "Matter and its Nature" and "Physical Phenomena" subject area in Science Test with the objectives of the Science Curriculum and to analyze the exam questions according to the Revised Bloom's Taxonomy (RBT). Document analysis was utilized in the study, and the 2018 Science Curriculum and LGS exams between 2018 and 2022 were analyzed. As a data collection tool, the "LGS Questions - Learning Outcomes - RBT Matrix", which includes the subject area, year, target questions, the relevant learning outcome, developed by the researcher. The Matrix was delivered to three different experts and they were asked to mark their independent evaluations on the matrix. The findings were obtained through descriptive analysis by using the list of objectives and the RBT matrix. As a result of the analysis, it was determined that a total of 50 questions were asked from the subject areas of "Matter and its Nature" and "Physical Phenomena" in the central exams (LGS) between 2018 and 2022; no questions were asked about "Chemical Industry in Turkey" and its sub-outcomes, and there were very few questions about the content and achievements of "Electric Charges and Electric Energy". Regarding cognitive processes in RBT, it was observed that 60% of the questions were at the lower-level domain and 40% were at the higher level in cognitive domain. Regarding the Knowledge Dimension, the research findings revealed that 26% of the LGS questions required knowledge at the Factual Knowledge level, 44% at the Conceptual Knowledge level and 28% at the Procedural Knowledge level. In addition, it was striking to see that there was only 1 question (2%) that required metacognitive knowledge. When the findings regarding the application of LGS questions to the RBT Matrix are evaluated, the most questions were in Comprehension - Factual Knowledge [10 questions, 20%] and Application - Conceptual Knowledge [10 questions, 20%]. Moreover, in the matrix findings, it was observed that no questions were asked about the relationship between the metacognitive knowledge and other levels of cognition. Suggestions were made regarding the test measurement criteria and educators' use of the Revised Bloom's taxonomy and emergency pedagogy.