Abstract:

In this research, it is aimed to evaluate the skill-based questions prepared by Turkish teachers and presented to students by the Ministry of National Education by turning them into books. For this purpose, the document analysis method, one of the qualitative research methods, was used in the research. 224 skill-based questions prepared by Turkish teachers for secondary school students were examined. As a result, it was determined that 132 of the skill-based questions were prepared for comprehension, 39 for analysis, 26 for evaluation, 20 for application and 7 for measuring knowledge and cognitive level. It was determined that there were no questions about the synthesis level in the questions examined. It was concluded that more fluent text was used in skill-based questions and mixed texts were used less. Considering the type of texts, 107 are explanation, 30 are stories, 26 are instructions, 24 are discussion, 23 are description and 1 is interaction. It is understood that fluent text type is used more frequently in questions. In the research, it was suggested that the cognitive levels of analysis, evaluation and synthesis should be increased in skill-based questions and that text form and genre diversity should be provided.

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