Problem Statement: The intention of this study is to determine whether written examination questions used in primary education fulfill their purpose in measuring students' verbal skills acquisition or not, whether the distribution of the written examination questions on the cognitive domain sublevels is balanced or not, and whether the examination questions reach target behaviors determined by the program or not. Purpose: The purpose of the study is to make a number of suggestions designed in accordance with the results of the research. The results will be obtained by means of a taxonomic distribution in the cognitive domain of the written examination questions used in measuring Turkish students' verbal skills acquisition, assessing the level of the questions used to reach target behaviors determined by the program, and determining teachers' measurement and assessment competencies. Method: The study has been conducted in 47 institutions of primary education selected from various socio-cultural districts in the Kayseri province. The written examination papers of 101 Turkish language teachers selected from the chosen schools have been collected. A total of 69 written examination papers have been randomly selected from the written examination paper samples belonging to the sixth, seventh, and eighth grades and 603 questions have been chosen for the analysis. These 603 questions have been examined using the qualitative research approach, document examination method, and the scanning technique. Findings and Results: The distribution of the written examination questions used in determining students' verbal skills acquisition in the cognitive domain sublevels is not balanced.