YÜKSEK ÖĞRETİME GEÇİŞ SINAVI (YGS) VE LİSANS YERLEŞTİRME SINAVI (LYS) MATEMATİK SORULARI İLE ORTAÖĞRETİM MATEMATİK DERSİ YAZILI SINAV SORULARININ REVİZE EDİLMİŞ BLOOM TAKSONOMİSİ’NE GÖRE DEĞERLENDİRİLMESİ / The Evaluation Of The Mathematic Questions Of T

Bu calismada, Yuksek Ogretime Gecis Sinavi (YGS) ve Lisans Yerlestirme Sinavi (LYS) matematik sorulari ile farkli tur ortaogretim kurumlari matematik yazili sinav sorulari Revize Edilmis Bloom Taksonomisi’nin ( REBT ) bilissel surec boyutuna gore degerlendirilmistir. Bu kapsamda, 2010 yili YGS ve LYS de yer alan 120 matematik sorusu ile 953 ortaogretim kurumlari matematik yazili sinav sorusu incelenmistir. YGS ve LYS matematik sorulari cogunlukla REBT nin uygulama ve ust duzey bilissel seviyedeki basamaklarinda (analiz, degerlendirme ve yaratma) yer aldigi halde ortaogretim kurumlarinda sinif duzeyi yukseldikce matematik yazili sinav sorularinin hatirlama ve anlama basamaklarindan uygulama ve ust duzey bilissel seviyedeki basamaklara dogru bir artis gosterdigi sonucuna ulasilmistir. Ayrica, yapilan mulakatlardan matematik ogretmenlerinin REBT hakkinda yeterli bilgiye sahip olmadiklari, ogrenci basarisini degerlendirmede agirlikli olarak yazili sinavlari kullandiklari ve soru hazirlama asamasinda REBT ni dikkate almadiklari anlasilmistir. Anahtar Kelimeler : Revize Edilmis Bloom Taksonomisi, YGS ve LYS Sorulari, Matematik Dersi Yazili Sinav Sorulari In this research, the mathematics questions of The Access To Higher Education Exam (HEE) & The Student Placement Exam (SPE) and other various secondary schools’ written exams in mathematics are evaluated according Revised Bloom Taxonomy’s (RBT) Cognitive Dimension. In this respect, 120 mathematics questions of HEE & SPE and 953 secondary school written exam questions in mathematics are analyzed. It is found out that while the mathematics questions of HEE & SPE are generally composed in “Application” or higher teps of RBT (Analysis, Evaluation and Creation) the mathematic questions of the secondary school there is an increase in the cognitive steps from “Remember” and “Comprehension” to the higher steps as the grade increases.  Additionally, through the interviews of the mathematics teachers it is understood that the teachers have not got enough information about the RBT and while composing questions they do not give attention to RBT. Key words : Revised Bloom Taxonomy, Questions of HEE and SPE, Mathematic Questions Of The Secondary School Written Exams