Evaluation of 6th and 7th Grade Mathematics Course Common Written Exam Questions According to Item Types and Revised Bloom's Taxonomy Prepared by Kocaeli Provincial Directorate of National Education Measurement and Evaluation Center

This study aims to evaluate the 6th and 7th grades mathematics lesson common written exam questions prepared by Kocaeli Provincial Directorate of National Education Measurement and Evaluation Center according to item types and the Revised Bloom Taxonomy. In this research, descriptive scanning method was used. In the research, as a data collection tool, the first and second semesters of 2018-2019 academic year and the first semester of 2019-2020 academic year’s exam questions of mathematics lesson were put to use by Kocaeli Provincial Directorate of National Education’s Measurement and Evaluation. The common written 195 exam questions, were examined in agreement with the item types and Revised Bloom Taxonomy. Obtained data show %2,88 of 6th- grathe questions were prepared for memorization, % 33,65 for comprehension, % 44,2 for exercise, % 8,65 for analysis, %3,85 for evaluation. It was determined that %37,5 of questions written in mathematics exam are true-false, are short-answer, % 59.62 are multiple-choice, and it is confirmed that there are also no questions from matched and open-ended question types.. According to the Revised Bloom Taxonomy, % 9,62 of e were no questions which test the creativity of the students. Besides, % 45,05 of 7th- grade mathematics written questions consisted of short answers, and % 54,95 consisted of multiple-choice items. It was observed that there were no open-ended, matched and true-false questions. As stated in Revised Bloom Taxonomy, % 2,20 of the questions were prepared for memorization, % 43,95 for comprehension, % 51,65 for exercise, %2,20 for analysis.