Abstract:

This study aims to examine the exam questions used by Turkish language teachers in terms of learning areas, measurement and evaluation methods and cognitive domain levels. It analyzes 1,179 questions in 81 exam papers used at the 5th, 6th, 7th, and 8th grades of secondary school during the first semester of the 2022-2023 academic year. The data, collected through document review, are obtained via maximum variation sampling. The papers were examined using the "Evaluation Form for the Exam Questions for Turkish Language Course" designed by the researcher. In order to analyze and interpret the obtained data, the content analysis method was used. The findings reveal that no question for listening and speaking skills, excluding those for reading, grammar and writing, is included in the learning areas, that multiple choice questions represent the most used measurement and evaluation method, and that a limited number of open-ended questions that allow reflection and questions that encourage the use of high-level cognitive skills is available. As a result, it is considered that increasing the number of questions that develop high-level cognitive skills and open-ended questions in the exams of Turkish lesson at secondary school level is significant in the sense of directing the measurement and evaluation process.

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