The Analysis of Geography Course Written Exam Questions According to Revised Bloom’s Taxonomy

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The purpose of this study is to classify geography course written exam results according to revised Bloom’s taxonomy cognitive domain levels. Document analysis, which is a qualitative research design, was employed. In this study, 1,011 question examples included in the written exam examples of the last three academic years that were taken from teachers working at different types of schools in the central district of Sivas province in the 2015-2016 academic year were analyzed. The research data indicate that of the exam questions, 59.6% are at the level of remember; 34.5% are at the level of understand; 4.8% are at the level of apply; 0.9% are at the level of analyze; and 0.1% are at level of evaluate. No question was found at the level of create. In the written exams, the teachers predominantly used questions from lower-level cognitive domains (the bottom 3 levels) (98.9%). On the other hand, they made very limited use of questions from higher-level cognitive domains (the top 3 levels) (1.1%).

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Revised Bloom’s Taxonomy , Geography Written Exam Results

Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi

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Cumhuriyet Üniversitesi Sosyal Bilimler Dergisi