Examination of High School Transition System (LGS) science course questions according to the Renovated Bloom Taxonomy and levels of readability

In this research, it is aimed to determine the readability levels of the same questions by analyzing the cognitive level of the Science course questions in the High School Entrance Exams held in 2018, 2019, 2020 and 2021 according to the revised Bloom taxonomy. For this purpose, 80 LGS science questions prepared by the Ministry of National Education were examined. The research was carried out in accordance with the case study pattern, one of the qualitative research methods, and the data were obtained through document analysis. In order to determine the readability levels of the questions, Ateşman readability formula, which was developed in accordance with the Turkish language and sentence structure, was used. As a result of the research, it was determined that while there was a medium difficulty level in 2018, 2020 and 2021 regarding the readability of the questions, there was no medium difficulty level in 2019. Although there were easy questions in the exams in 2018 and 2019, no easy questions were asked in 2020 and 2021. Revised Bloom's Taxonomy was used to determine the cognitive level of the questions. According to the results obtained, it was determined that while the questions were more in the comprehension level in the cognitive process dimension, the percentages of conceptual and procedural knowledge in the knowledge dimension were close to each other.