The purpose of this study is to examine the Turkish questions asked in LGS between 2018-2023 in terms of the Revised Bloom Taxonomy. In the research, a case study design was used, which was suitable for the purposes of qualitative research. The 120 LGS Turkish questions used as data in the study were firstly submitted to the form prepared by the researcher; It was placed in accordance with the knowledge dimension and cognitive process steps of the revised Bloom Taxonomy, and then rearranged by consulting expert opinion. The obtained data were analyzed with the descriptive analysis method and presented in a table by showing frequency and percentage values. Among the 120 LGS Turkish questions covered within the scope of the research, it was observed that 30 questions (25%) were asked in the factual knowledge dimension, 82 questions (68.33%) in the conceptual knowledge dimension and 8 questions (6.66%) in the procedural knowledge dimension, while no questions were asked in the metacognitive knowledge dimension. In terms of cognitive level, it was determined that there were 3 questions (2.5%) at the remembering level, 94 questions (78.33%) at the understanding level, 8 (6.67%) questions at the application level and 15 questions (12.5%) at the analysis level. No questions were asked in the creation and evaluation phase. In this regard, 87.5% of the questions measure the lower cognitive level (remembering, understanding, application), while only 12.5% measure the higher cognitive levels (analysis). This situation shows that LGS Turkish questions are not distributed evenly and are insufficient to represent high-level skills.

Turkish lesson, LGS exam, revised Bloom taxonomy