Analysis of 5. Grade Science Learning Outcomes and Exam Questions According to Revised Bloom Taxonomy
Students who are getting education in Turkey are subject to exams for the determination of success situations within the educational period. In this study, the relations between the levels of the TEOG exam science course exam questions and the 5th class learning outcomes of the Science curriculum in the revised Bloom taxonomy were examined. The research was carried out using document analysis method. The data obtained from the study were subjected to descriptive analysis. Because, the revised Bloom taxonomy steps were used for analysis. In the 2017-2018 education period, 967 science questions and 40 learning outcomes were included in the study. Next step, these questions and learning outcomes were analyzed. At the end of analysis, the relationship between the learning outcomes and exam questions was determined. The inter-rater reliability computing has been made in the analysis of questions-learning outcomes. The reliability co-efficient was calculated .81 for learning outcomes and .77 for questions, indicating an acceptable reliability. According to the analysis results it has been defined that in knowledge dimension: the most learning outcomes are given in the conceptual knowledge and the most questions are given factual knowledge. In cognitive processes dimension the most learning outcomes are given at the level of understanding and the most questions are given remembering. 37% of the exam questions were at the learning outcomes level. In addition, it was also determined that there was no question in exams related to some of the learning outcomes (24%).