摘要：This study aims to examine the cognitive level of questions in the Turkish Textbook according to revised Bloom’s Taxonomy. In this qualitative research, 229 text-dependent questions in the 8th Grade Turkish Textbook were selected as research object and were categorized according to the stages of Revised Bloom’s taxonomy. Whilst categorizing, two field experts and an assessment and evaluation expert were consulted for their opinions. Content analysis was administered on the data and frequency and percentage amount were displayed. Findings of the study show that 72 (32%) text-dependent questions (out of 229) corresponds to remembering stage, 81 (35%) text-dependent questions corresponds to understanding stage, 25 (11%) text-dependent questions corresponds to analysing stage, 41 (18%) text-dependent questions corresponds to evaluating stage, 10 (4%) sub-text questions corresponds to creating stage. Questions which corresponds to applying stage was not determined. The findings of the study state that questions are not distributed in a balanced way and are oriented to relatively lower cognitive skills. Accordingly, it is suggested that the questions should be arranged in a balanced way with various cognitive levels and higher-level questions should be included.
其他摘要：Bu çalışmanın amacı Türkçe Ders Kitabı’ndaki soruların bilişsel düzeylerini Yenilenmiş Bloom Taksonomisine göre tespit etmektir. Nitel araştırmaya dayanan bu çalışmada inceleme nesnesi olarak seçilen Ortaokul 8. Sınıf Türkçe Ders Kitabı’nda bulunan 229 me
