Özet:

In this research, it is aimed to examine the assessment and the unit evaluation questions at the end of the units in the 1st and 2nd grade mathematics textbooks in line with the Revised Bloom Taxonomy (RBT), to make classifications and to evaluate the questions in terms of knowledge and cognitive skills. For this purpose, the unit evaluation questions in the mathematics textbooks prepared with the 2018 mathematics curriculum were classified in the light of RBT. Typical case sampling, which is one of the purposeful sampling methods, was used for sample selection. Thus, the sample of the research in 2019; 42 questions included in the measurement and evaluation questions in the 1st grade math textbook and 60 questions included in the unit evaluation questions in the 2nd grade math textbook; total of 102 questions. The researchers discussed the questions with an academician who is an expert in their field. They gathered and evaluated all the classifications of questions obtained from joint decisions made as a result of brainstorming under one roof. In general, the results show that the questions mostly contain procedural information in the knowledge dimension. Moreover, generally in cognitive process dimension were found 'understanding' step. In this sense, the deficiencies in the metacognitive knowledge and the creation steps of the unit evaluation questions in the textbooks prepared were observed and the aim was to shed light on those who prepared the textbooks.

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