According to the 8th Grade Mathematics Curriculum and the Revised Bloom's Taxonomy, Investigation of the Mathematics Questions of the High School Transition System (LGS) Exams

Baltat M., Soybaş D.

JOURNAL OF EDUCATION AND PRACTICE, cilt.15, sa.7, ss.155-174, 2024 (Hakemli Dergi)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 15 Sayı: 7
  • Basım Tarihi: 2024
  • Doi Numarası: 10.7176/jep/15-7-14
  • Dergi Adı: JOURNAL OF EDUCATION AND PRACTICE
  • Derginin Tarandığı İndeksler: ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.155-174
  • Erciyes Üniversitesi Adresli: Evet

Özet

The aim of this study is to evaluate the mathematics questions in the LGS exams administered between 2018 and 2023 according to the 8th grade Mathematics Curriculum (MC) and the Revised Bloom's Taxonomy (RBT). A qualitative research approach was adopted within the scope of the research. Case study was used as the research design and document analysis was used as the method. The data obtained were also subjected to content analysis. The data of the study consisted of LGS exam mathematics questions consisting of 120 questions in total and 8th grade MC. Expert opinion was utilized to ensure the reliability of this study. The data obtained were transferred and interpreted with tables and chart. When the LGS exam mathematics questions were evaluated according to the MC objectives, it was determined that an average of 23.34 different objectives were tested in the exams each year. Considering the number of objectives in 8th grade MC, it was seen that the number of objectives tested was not sufficient. When the questions were evaluated according to learning and sub-learning areas, it was seen that some learning and sub-learning areas were neglected in the exams. It was found that the questions showed heterogeneity in their distribution according to both objectives and learning and sub-learning areas. As a general evaluation of the LGS mathematics questions according to the LGS Mathematics Test, it was observed that there were no questions to measure factual and metacognitive knowledge according to the knowledge dimension of the LGS Mathematics Test, and no questions to measure recall and production (creation) steps according to the cognitive process dimension of the LGS Mathematics Test. According to the knowledge dimension of the RBT, 17.17 questions on average were asked about procedural knowledge; according to the cognitive process dimension, 7.84 questions on average were asked about application and 7.34 questions on average were asked about analyzing. It was determined that the exam questions showed heterogeneity in their distribution according to RBT. It is recommended that future exams should be prepared by taking into account both the entire 8th grade MC and all the steps of the RBT as much as possible, and that questions measuring high-level cognitive skills should constitute the majority.