Abstract:

The purpose of this study is to evaluate the Turkish course questions asked in the first session of the 2018-2021 Higher Education Institutions exam in terms of the Revised Bloom Taxonomy. For this purpose, the document analysis technique was used in the study designed according to the qualitative research method. The Turkish questions of the Basic Proficiency Test (TYT), which is the first stage of the Higher Education Institutions Examination (YKS), were examined according to the two-dimensional cognitive process study of the Revised Bloom Taxonomy, which was finalized in 2001, and the knowledge dimension and cognitive process levels were included. As a result of the research, it was seen that the "remembering" step was frequently included in TYT Turkish questions; The analysis, evaluation and creation (synthesis) steps, which measure high-level thinking skills, are included less; It was determined that the application step was not included in the questions measuring semantic knowledge. In addition, it was concluded that there was a harmony between the cognitive levels of the questions and the Turkish course outcomes.

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