The comparatively analys of central system sciences exam questions according to webb's depth of knowledge

This research aims to present a comparative analysis of 2013-2014 years' First and Second Terms' Central System Exam (CSCE) Questions of Science according to Webb's Depth of Knowledge (DOK). In addition, whether the acquisitions and sub learning domains in the science curriculum is consistet with these CSCE questions is tested.In this research based on qualitative interpret model, semi-structured interview forms provided with the questions of science and four example questions selected from these questions are descriptively analyzed to implement Adıyaman prefecture science and technology teachers. Accordingly, the number of the questions analysed is forty and the number of the interview forms analyzed is eighty. The data analysis of this research is performed with the help of frequency, percentage and content analysis method. The data analysis is performed in three phases. In the first phase, the acquisitions related to CSCE Questions and sub learning domains are matched, in the second phase, the level of each question is determined according to the DOK, in the third phase, the interview forms are analysed in detail. The data collected are transferred into diagrams by using frequence and percentage. Speaking based on the findings, although the CSCE Questions are in general related to the acquisitions and the sub learning domains, particularly the Second Terms' CSCE Questions are discovered to be more from the sub learning domains taught close to the exam dates. Accordingly, the acquisitions are discovered to not be close to the standard expected. As for the findings according to Webb's Depth of Knowledge (DOK), very similar results are obtained for both exams, and it is discovered that the questions are mainly prepared from level 1 and level 2, which are low levels, and that the questions form level 3 evaluating the higher levels are less included and that the results of the interviews also 2support these findings.