Comparative analysis of published LGS sample questions and exam questions according to MATH taxonomy

In this study, it has been aimed to make a comparative analysis of the published LGS sample questions and the exam questions according to the MATH Taxonomy. In the study which qualitative research was adopted, the dara were collected by document analysis method. In the research sample questions published in 2019-2020 and 2020-2021 academic years, 2020 LGS and 2021 LGS questions were analyzed. In the study, the data were analyzed using document analysis in the context of descriptive analysis. In this context a total of 200 questions were classified according to learning domains and the questions were coded and analyzed by the researcher and a teacher according to MATH taxonomy. While most of the sample questions and LGS questions examined in the research were asked from group C, when examined by categories,it has been found that Verification and Interpretation in the sample questions published in 2019-2020 and 2020-2021, Knowledge Transfer in 2020 LGS questions, Knowledge Transfer,Verification and Interpretation were more common in 2021 LGS questions. When the learning domains were analyzed according to the Math Taxonomy, it has been found that there are more questions from the categories of "Numbers and Operations" and "Geometry and Measurement", Verification-Interpretation, "Algebra", Knowledge Transfer. In the sample questions and LGS questions examined within the scope of the research, It was concluded that there were more questions to measure high-level skills. It is recommended to provide trainings that encourage teachers to use Math Taxonomy in accordance with the level of education at every education level.