Reciprocal examination of secondary school mathematics course outcomes according to the Revised Bloom Taxonomy, TIMMS Cognitive Domain Classification and Marzano Taxonomy

In this study, which was carried out by following the document review steps of qualitative research designs, it was determined at which stage the 8th grade mathematics course achievements were placed according to the Revised Bloom taxonomy, TIMSS cognitive domain classification and Marzano Taxonomy. By comparing the operational behaviors expected from students in the achievements and criteria created in line with the characteristics of the taxonomies in the literature and expert opinions, it was determined at which stage the achievements were located. According to Bloom's taxonomy, at the end of the study, it was revealed that 2% of the learning outcomes were factual, 58% were conceptual, 38% were procedural, and 2% were written in accordance with metacognitive knowledge. When looking at the place of the achievements in the cognitive process dimension, it was determined that 2% was at the level of remembering, 21% at the level of understanding, 52% at the level of applying, 17% at the level of analysis, 6% at the level of evaluation and 2% at the level of synthesis. When we look at the levels of achievements according to the TIMMS cognitive classification, it was determined that 42% were in the knowing level, 36% were in the application level and 22% were in the reasoning level. When the place of the achievements in Marzano taxonomy is examined, 23% of the achievements are in the knowledge sub-level of the knowledge dimension and 77% are in the mental operations sub-level. When the place of the acquisitions in the cognitive process dimension was examined, it was determined that 42% were in the retrieval dimension, 38% in the understanding dimension and 20% in the analysis dimension. It was revealed that there was no gain in the information use, metacognition and self-system levels. It has been revealed that 96% of the achievements in Bloom's taxonomy are located in the conceptual and operational dimensions of the knowledge dimension. It was determined that 90% of the gains were in the understanding, applying and analyzing sub-dimensions of the cognitive process dimension. It has been determined that the achievements are mainly located in the knowing and application level of the TIMMS cognitive domain classification. In Marzano's taxonomy, when their places were examined mutually, it was determined that all the achievements were in the retrieval, understanding and analysis steps, and there were no achievements in the upper levels.