The evaluation of science exam questions in basic education schools and in the high schools entrance examinations according to the Bloom's taxonomy

The aim of this study is to evaluate the exam questions of the science in basic education schools and in the high schools entarence examinations according to the cognitive levels of the Bloom's taxonomy. In this research, 175 questions of the high schools entrance exam questions and 2175 science exam questions which are collected from 41 basic education teachers (second level) in Ankara, are classified according to cognitive levels of the Bloom's taxonomy and it is determined which questions belong to which units of the science. This classification is made according to the graduation department of the teachers, master of science of the teachers and seniority of the teachers. The results of the study indicate that basic education school teachers' exam questions are accumulated in the knowledge and comprehension levels, there are not more questions in the analyze-synthesis-evaluation levels. The teachers who have master of science use the exam questions of analyze-synthesis-evaluation levels more than the other teachers. It is found out that the teachers who are graduated from any different department out of science are use the analyze-synthesis-evaluation levels at least. Also, it is clearly seemed that the teachers teaching experience is not make important differences in using cognitive levels. Science questions in the high schools entrance examinations are accumulated in the analyze-synthesis-evaluation levels. When comparing the basic education exam questions and high schools entrance examinations, it is found out that there is an unfavoruable difference for the basic education schools.Key Words; Science Education, Bloom's Taxonomy, Question Analysis, Entrance Examination to High Schools