Evaluation of Science Teachers’ Exam and High School Entrance Exam Science Questions Based on the Revised Bloom Taxonomy

Abstract: This study aims to evaluate exam questions set by science

teachers for eighth grade students and science questions from a

central high school entrance exam (HSEE) according to the Revised Bloom’s Taxonomy (RBT). In this study, document analysis

technique was employed, as one of the recognized methods of qualitative research. The HSEE science questions and the teacherprepared exam questions were evaluated separately in the dimensions of knowledge and cognitive process, and the frequency and

percentage distribution of the questions were examined according

to the RBT. The science teachers’ exam questions were found to be

the most suitable for factual knowledge in the RBT knowledge dimension, and the most appropriate for the remembering and understanding levels of the cognitive process dimension. It was determined that the HSEE science questions were the most suitable for

conceptual and procedural types of knowledge in the RBT

knowledge dimension, and for the understanding and analyzing

levels in the cognitive process dimension. Both the questions prepared by teachers and the HSEE science questions were not homogeneously distributed in terms of the RBT. It was determined that

while the science teachers’ exam questions were at the lower level

of the cognitive process, the HSEE science questions were at a level

higher than those prepared by the teachers.