Abstract
Investigation of LGS 2021 in Terms of Mathematics Learning Areas and Renewed Bloom Taxonomy
The rapid change experienced in every field in the century we live in has also
made itself felt in the field of education and has shown us that renewal and change are
imperative. It is known that the results obtained from international exams such as PISA,
TIMMS, PIRLS and TALIS, which are held at certain grade levels and aim to measure
certain qualifications, support countries in structuring their deficiencies in their education
systems. Perhaps the most important of the main purposes in these exams is to measure
the extent to which students can transfer the knowledge and skills they have acquired
at school to their daily lives. There are also structurings carried out in this direction in
the questions of the Central Examination for Secondary Education Institutions, whose
purpose is to prepare the 8th grade students at the secondary school level for the next level
of education according to their interests and abilities. In this study, twenty questions in the
Mathematics subtest of the High School Entrance System (LGS) exam, which was carried
out by the Ministry of National Education in June 2021, were examined according to the
learning areas in the Mathematics Lesson Curriculum, the renewed Bloom taxonomy
knowledge dimension and cognitive process dimension intended. For this purpose, the
mathematics sub-test questions in the 2021-LGS central exam A-B booklets obtained
from the official website of the General Directorate of Measurement, Evaluation and
Examination Services constituted the source of the research documents. Descriptive
statistics were used in the analysis of the research data obtained by researchers and
experts using the document review method. Frequency and percentage values of learning
areas and renewed Bloom taxonomy dimensions were interpreted by transferring them
to tables. According to the findings obtained as a result of the data analysis of the
study, it was determined that there were mostly questions in the areas of Numbers and
Operations learning. In addition, it was determined that the questions were included in
the application, analysis and evaluation step in the cognitive process dimension of the
frequently revised Bloom taxonomy, and in the operational information dimension in the information dimension. Within the framework of these results of the study, suggestions
were presented to the stakeholders.
Keywords
LGS, Revised Bloom Taxonomy, Document review, Cognitive process dimension, İnformation dimension.
