Abstract:

The researchers observed that the Turkish teachers took and used the written exams from sites that show the common point of sharing and that the exams they prepared were also uploaded to these sites. These sites are quite popular among teachers, for example, an exam at the Seventh Class level has been downloaded forty thousand times. The purpose of this study is to determine the types of questions included in the written exam in Turkish education and their places in the stages of the cognitive process. The study is designed as a quality study based on document analysis. In the context of the study, the data were obtained by the examination of the first Turkish written examinations of the first semester of high school in the 2019-2020 educational year. From here, a total of a hundred Turkish written exams received from the sites egitimhane.com, hangisoru.com, informationelpazesi.com and dilbilgisi.net, which the Turkish teachers are widely applying, have been examined according to the subproblems. There was equal number of written studies included from each level of high school. Questions under the study were studied according to the types of questions and the dimensions of the cognitive process in the Updated Bloom Taksonomy. The Turkish exams are based on the student’s active use of mental processes, so taxonomy has only taken into account the dimensions of the cognitive process. The questions were discussed individually and compared with the table. The findings were confirmed by the expert. They examined the questions independently according to taxonomy. The lists were confirmed by the experts and researchers agreeing on the distribution of questions according to the taxonomy. According to the findings obtained, it has been shown that the written examinations used include different types of questions, but the question-type distribution is not balanced. In the exam, the most open end, classification, and already selected types of questions were emphasized; the least weighted are the puzzles, the emptiness filling and the right-fake types of questions. The examination of written exam questions according to the Updated Bloom Taksomosis shows that the exam represents thirteen stages of the cognitive process. The stages of the summary, comparison, organization, criticism, planning and production processes have not been represented in any question. The highest weight of the cognitive process is the recall, classification and execution of the stages.

Abstract:

As a result of the observations of the researchers, it was determined that Turkish teachers took the written exams from the websites that have the feature of common sharing platform and uploaded the exams they prepared. These sites are very popular among teachers, for example a seventh grade exam has been downloaded forty thousand times. The aim of this study is to determine the types of questions in written exams in Turkish education and their place in the cognitive process steps. This study was designed as a qualitative study based on document analysis. Within the scope of the study, the data were obtained by examining the first Turkish written exams in the first semester of the 2019-2020 academic year. Based on this, a total of 100 Turkish written exams taken from egitimhane.com, hangisoru.com, bilgiyelpazesi.com and grambilgisi.net websites, which Turkish language teachers commonly apply, were analyzed in line with the sub-problems. An equal number of written studies were included at each grade level in secondary school. The questions within the scope of the study were examined according to the question types and cognitive process dimensions in the Revised Bloom Taxonomy. Since the Turkish exams are based on the active use of the mental processes of the student, only the cognitive process dimensions of the taxonomy were considered. During the examination, the questions were handled one by one and compared with the table. Expert opinion was taken to finalize the findings. They examined the questions independently from each other according to taxonomy. The lists were finalized with the consensus of experts and researchers on the distribution of the questions according to taxonomy. It was observed that different types of questions were included in the written exams used according to the findings, but the question-question type distribution is not balanced. In exams, the most emphasis was given to open-ended, classification and multiple choice questions in terms of points; the least emphasized ones are the questions are puzzle, fill-in-the-blanks and true-false type questions. As a result of the examination of the written exam questions according to the Revised Bloom’s Taxonomy, it is seen that thirteen cognitive process steps are represented in the exams. The process steps of summarizing, comparing, organizing, criticizing, planning and producing are not represented in any of the questions. The cognitive process steps that have the most weight are remembering, classification and execution.

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