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The purpose of this study is the comparative analysis of the TEOG math questions and elementary mathematics teachers’ written exam questions according to Revised Bloom’s Taxonomy. Under the research, 40 TEOG questions applied in fall term in 2013-2014 and 2014-2015 academic years and 240 teachers’ written math exam questions that measure the same learning outcomes were examined. As a result, there was no question which measures the factual and metacognitive knowledge in the knowledge dimension of Revised Bloom’s Taxonomy. The rate of questions that measures conceptual knowledge is higher in teachers’ written exam questions. However, the questions which measure procedural knowledge is higher in TEOG. While there were 9 questions to measure the remembering step in teachers’ written exams, there was no question that measures this step in TEOG questions. Moreover, according to the Revised Bloom’s Taxonomy dimensions, the distributions of teachers’ written exam questions and TEOG questions were compared according to the source of questions and school achievement level independent variables. The Chi-Square of independence test revealed a statistically significant relationship between the cognitive process dimension distributions.
The purpose of this study is the comparative analysis of the TEOG math questions and elementary math teachers' written exam questions according to Revised Bloom's Taxonomy. Under the research, 40 TEOG questions applied in fall term in 2013-2014 and 2014-2015 academic years and 240 teachers' written math exam questions that measure the same learning outcomes were examined. As a result, there was no question that measures the factual and metacognitive knowledge in the knowledge dimension of Revised Bloom's Taxonomy. The rate of questions that measures conceptual knowledge is higher in teachers' written exam questions. However, the questions that measure procedural knowledge is higher in TEOG. While there were 9 questions to measure the remembering step in teachers' written exams, there was no question that measures this step in TEOG questions. Moreover, according to the Revised Bloom's Taxonomy dimensions, the distribution of teachers' written exam questions and TEOG questions were compared according to the source of questions and school achievement level independent variables. The Chi-Square of Independence test revealed a statistically significant relationship between the cognitive process dimension distribution.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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