Özet:

From the middle of the 19th century, the Bloom taxonomy was used effectively in all areas of education, with the influence of changing educational paradigms and coming criticisms. Updated at the beginning of the century. In the taxonomy where the information size is added, formal and content changes have occurred. In the framework of this study, the matters included in the exam at high school level prepared by Turkish teachers have been studied in accordance with the renewed Bloom taxonomy. The study, designed at a visual level, reached 12 teachers in three different provinces and examined the tests they prepared to make measurements at high school level. The 527 subjects included in the results were studied by adopting the visual analysis method. The analysis was made using the evaluation form developed by the researcher. To evaluate reliability, the scores have been examined and the consistency ratio is calculated. The results of the analysis have found that the most measured cognitive level in all class levels is memory and understanding. It has been determined that the number of subjects related to the superior level of thinking skills is quite small and that the evaluation cognitive level is not measured at any class level. The findings are parallel to the field of text, the vast majority of the materials included in the teacher-made tests are prepared for lower-level thinking skills, which also prevents students from developing higher-level thinking skills.

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