Evaluation of achievement levels of social sciences prospective teachers related to question writing in accordance with bloom taxonomy

In this study, "Assessment of success levels of social sciences students' question writing according to Bloom Taxonomy", it is aimed to show the course success levels of Social Sciences students in courses of "Special Teaching Methods II", Program Improving" and "Measurement and Assessment" in a letter based system; and to shed light on what kind of a difference and relation these findings show according to demographic features. At the same time, it is detected to what extent these students have realised their fullfilments determined according to the steps of each cognitive part in the courses they take. In this respect, it is a descriptive research. This research has been carried out with 59 students studying in the Faculty of Education in University of Ahi Evran and having taken the courses of "Special Teaching Methods II", Program Improving" and "Measurement and Assessment". As a data collection tool, a research form was used in which a topic called "Our natural energy sources" taking place in Social Sciences course book of elementary 6th Grade Students' was chosen; students were asked to prepare 10 questions related with this topic and to state their levels of success in the aforementioned courses according to the letter based system. As the acquired data are categorical, non-parametric test statistics based on frequency and percentage have been used. Analyses of frequency related with the demographic features of students and with distribution of course successes in letter based system has been carried out. A cross distribution table has been used to analyse the distributions for each course in letter based system according to cognitive area steps. The difference in between the levels of change in the successes of the three courses in letter based system according to the demographic features of university students was analysed via Ki-Kare. The relation between demographic features of students and the successes of these students in three courses in letter based system was analysed via Cramer's V. At the end of the research, it was detected that student candidates could realize their own question writing skills belonging to upper levels than information and perception levels such as analysis and synthesis steps of cognitive area even at three courses with low success levels. On the other hand, the fact that none of the students did write a question belonging to step of practice and assessment clearly shows that even the candidates having reached a high level of success in these three courses do not carry a question writing skill which belong to the gains related with the steps of uppermost practice and assessment steps in cognitive area.