Ortaöğretım 8. sınıf İngilizce öğretim programı kazanımlarının ve Liselere Geçiş Sistemi (LGS) İngilizce sınav sorularının Yenilenmiş Bloom Taksonomisine göre değerlendirilmesi

The purpose of this study is to evaluate the 2018 8th Grade English Program and the High School Entrance Exam (LGS) English questions between 2018 and 2022 in accordance with the cognitive process and knowledge dimensions of Bloom's Revised Taxonomy (BRT). In addition, the relationship between learning outcomes and exam questions regarding their categorization within the taxonomy's knowledge and cognitive process levels is determined. The investigation employed a qualitative research method. Document analysis was used to gather and analyze data. The primary documents of the investigation are the 2018 English program and the LGS exam English exam questions. The program's outcome statements were analyzed according to the cognitive and knowledge dimensions of the revised taxonomy using a verb list adapted from Stanny's (2016) verb list. During the analysis, the LGS exam question measuring the outcome statement was identified and matched. The findings are presented by tables that include the frequency and percentages of the analyzed data. The findings indicate a prevalent emphasis on lower-order thinking skills and conceptual knowledge in both the English program outcomes and LGS exam questions. In addition, the development of metacognitive knowledge was not emphasized in any of the outcome statements or exam questions. Teachers and program developers have been provided with recommendations to promote higher-order thinking skills and metacognitive knowledge.