Abstract:

Measurement and evaluation is one of the most important periods of education. An exact evaluation can be done with an exact measurement and exact measurement can be done with the measurement tools which are acceptable for the scientific qualities. And for this, the quality of quastions asked to the students through written exams which are the main measurement tools are getting importance.   In this study, geography exams carried out in the secondary schools are tried to be investigated in terms of cognitive levels of the question. As data source 1239 questions were analysed according to Bloom’s Takonomy. This questions were collected from 120 written exams in geography courses in the years of 2001-2002 in the secondary schools of Erzincan province. According to our findings, questions related with knowledge have been asked mostly (48 %) and questions aiming higher level of the program taken place less (9 %). In fact, this is a very important measurement and evaluation problem which weakens the validity of the geography exams.  

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