İlköğretim ikinci Kademe Türkçe Dersi Yazılı Sınav Sorularının Düzeyleri Üzerine Bir Değerlendirme

This study has been carried out to explore overall level of written examination questions used in some Turkish courses offered at the secondary school and seperate individual levels of those regarding reading comprehension, grammar and written expression (essay writing).
In the study, questions on 96 pieces of written examination prepared by Turkish language teachers in 36 primary schools in the central town of Hatay in the years of 2004-2005 were examined in terms of content analysis and Bloom’s (1956) cognitive classification by means of Pearson and Johnson’s (1978) classification regarding textual questions.
Findings of this study revealed that most of Turkish lessons essay questions were low level questions. When the reading passage questions were analyzed it was found that there were mostly low level questions, that is knowledge (63,02 %) and comprehension level (25,2 %) questions compromised almost 80% of all questions. More importantly, the answers of these questions were easily found in the reading passage (textually explicit 74,7 %). 60 % of Turkish grammar questions were on application level and another 21,7 % were on analysis level. On the other hand the composition questions were mostly either on comprehension level (46, 6 %) or synthesis level (53,4 %).