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Abstract


EVALUATION OF EXAM QUESTIONS OF SCIENCE AND TECHNOLOGY TEACHERS AND SCIENCE AND TECHNOLOGY LESSON TEOG QUESTIONS ACCORDING TO REVISED BLOOM TAXONOMY
The purpose of this study is to analyze the science and technology questions in TEOG and the exam questions for science and technology teachers practicing at the secondary schools, based on the cognitive dimension process of the Revised Bloom?s Taxonomy. Document analysis method was used. 40 questions in TEOG and 533 questions used during the examinations administered by the science and technology teachers practicing at four secondary schools within Çanakkale province during the academic year of 2013-2014 were analyzed. The results showed that the ratio of the questions 71% remembering” and “understanding”, 22.1% “applying” and 6.9% “analysis, creation, evaluation” demension in the essays. For theTEOG the ratio of the questions approxiametely, 50% remembering” and “understanding” , 22.5% “applying” and 30% “analysis, creation, evaluation” demension. In the light of these findings, it was concluded that TEOG have more upper thinking skills questions than the examinations administered by the science and technology teachers.

Keywords
Revised Bloom’s Taxonomy, Science and Technology Examinations, TEOG Examinations


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