Özet:

As in all levels of the education system, students at the secondary education level are placed in the upper level in line with their interests, wishes, and abilities by being subjected to a specific examination. The High School Transition System (LGS), which was implemented in the 2018-2019 academic year, is a two-session exam system conducted within the framework of multiple-choice questions. Within the study's scope, the readability levels of Turkish questions included in the LGS, which aims to measure the secondary school achievements and skills applied at the end of each academic year, within the framework of introductory courses, were examined. The concept of readability consists of questions, paragraphs, or quantitative information that give an idea about the easy or difficult understanding of the texts, and thanks to these quantitative data, the text is classified, interpreted, and thus can be deduced from. To determine the readability levels in the questions, Ateşman's (1997) formula, which is based on word and sentence length and adapted to Turkish from Flesch's Ease of Reading Formula and Çetinkaya-Uzun (2010) formula were used. To study the LGS questions, the document review method was used. Within the scope of the exam, the Turkish section consists of 20 questions. Descriptive statistics were used in the analysis. According to the results of the study, the readability level of 2020-LGS Turkish questions according to Ateşman Formula is that 2 questions (10%) are easy, 12 questions (60%) are of medium-level, 5 questions (25%) are difficult, and 1 question (5%) is very difficult to read; According to the Çetinkaya-Uzun Formula, 9 questions (45%) were found to be Educational Reading Level and 11 questions to be Upper Reading Level. According to the data obtained from the 2020 LGS Turkish test: Average Word Length (AWL) 2.80; Average Sentence Length (ASL) was calculated as 11.12.

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