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A Qualitative Evaluation of Instructors’ Exam Questions at a Primary Education Department in terms of Certain Variables

Year 2012, Volume: 7 Issue: 1 - Volume 7, Issue 1, 2012, 52 - 63, 19.05.2016

Mehmet Kaan Demir Mustafa Yunus Eryaman

https://izlik.org/JA58WD54XA

Abstract

The purpose of this qualitative research study is to analyze instructors’ exam questions at a Primary Education Department in terms of the exam’s period, the comprehensibility of the instructions, cognitive level, and the appropriateness to the critical thinking. This qualitative study is based on document analysis method. 100 randomly selected exam papers and 1665 questions asked in these exams are analyzed by three experts in the field. The results conclude that the exam questions are generally at knowledge level in terms of cognitive domain and they are not appropriate to critical thinking

References

  • Akbulut, T. (1999). The evaluation of questioning skills of primary school teachers in terms of certain variables. Unpublished MA Thesis. Adana: University of Çukurova.
  • Akpınar, E. (2003). Cognitive levels of the written exam questions of the secondary schools geography courses. Erzincan Education Faculty Journal, 5 (1), 13-21.
  • Akpınar, E., & Ergin, Ö. (2006). The evaluation of science teachers’ exam questions. Milli Eğitim, 172, 225-231.
  • Angelo, T. A. (1995). Beginning the dialogue: Thoughts on promoting critical thinking: Classroom assessment for critical thinking. Teaching of Psychology, 22 (1), 6-7.
  • Aviles, C. B. (2000). Teaching and testing for critical thinking with bloom’s taxonomy of educational objectives. (ERIC Document Reproduction Service No. ED 446 023).
  • Azar, A. (2005). The correspondence of university entrance exam (ÖSS) and physics questions. Çağdaş Eğitim Dergisi, 320, 7-12.
  • Baysen, E. (2006). The levels of teacher questions and student answers. Kastamonu Eğitim Dergisi, 14 (1), 21-28.
  • Blank-Libra, J. (1997). Bloom’s taxonomy and journalism conjoin to improve student’s questioning practices. (ERIC Document Reproduction Service No. ED 417 411).
  • Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York: Longmans Green.
  • Çepni, S., & Azar, A. (1998). The analysis of physics questions used at high school exams. Proceedings of the Third National Symposium of Science Teaching. Trabzon: Karadeniz Technical University.
  • Çepni, S., Ayvacı, H., & Keleş, E. (2001). The comparison of science exam questions used at high schools and high school entrance exams regarding Bloom’s taxonomy. Proceedings of the Science Teaching Symposium in Turkey at Millennium. İstanbul: Maltepe University.
  • Çepni, S., Keleş, E., & Ayvacı, H. Ş. (1999). The comparison of physics questions used at university entrance exam (ÖSS) and high school exams. Proceedings of the Turkish Physical Society 18th Physics Conference. Adana: University of Çukurova.
  • Çepni, S. (2003). An analysis of university science instructors' examination questions according to the cognitive levels.Educational Sciences: Theory & Practice, 3 (1), 65- 84
  • Çepni, S., Özsevgenç, T., & Gökdere, M. (2003). The analysis of the physics questions used at university entrance exam (ÖSS) and high school exams regarding students’ cognitive development and their characteristics of formal operational stage. Milli Eğitim, 157, 30-39.
  • Dindar, H., & Demir, M. (2006). Evaluation of fifth grade primary teachers questions in science exams according to Bloom’s taxonomy. Journal of Gazi Educational Faculty, 26 (3), 87-96.
  • Duckworth, E. R. (1964). Piaget rediscovered. Journal of Research in Science Teaching, 2 (3), 172-175.
  • Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International Journal of Teaching and Learning in Higher Education, 17 (2), 160-166.
  • Erman, E. (2008). Evaluation of the history questions that were asked in the secondary education institution exams between the years 2003-2006 by using Bloom’s taxonomy. Unpublished MA Thesis. Ankara: Gazi University.
  • Eş, H. (2005). The evaluation of science exam questions in basic education schools and in the high schools entrance examinations according to the Bloom's taxonomy. Unpublished MA Thesis. Ankara: Gazi University.
  • Facione, P.A. (1990). A statement of expert consensus for purposes of educational assessment and instruction: Research findings and recommendations. (ERIC Document Reproduction Service No. ED 315 423)
  • Gelen, İ. (1999). The evaluation of fourth grade elementary school teachers’ competences about teaching thinking skills in social studies course. Unpublished MA Thesis. Adana: University of Çukurova.
  • Güler, G., Özek, N., & Yaprak, G. (2004). Analysis of physics questions used in university entrance exam (ÖSS) between 1999 and 2001 according to students’ cognitive development levels and comparison of the results with the physics questions asked at training centers and high schools. Süleyman Demirel Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 8 (2), 63-66.
  • Gürses, A., Bayrak, R., Bozoğlu, S., Açıkyıldız, M., Doğar, Ç., & Özkan E. (2005). The analysis of the exam questions used in secondary level chemistry courses. Selçuk Üniversitesi Eğitim Fakültesi Dergisi, 19, 349-367.
  • Hargreaves, M. H., & Grenfell, A. T. (2003). The use of assessment strategies to develop critical thinking skills in science. Retrieved in September 03, 2008, from http://www.unisa.edu.au/evaluations/program.html.
  • Hussain, N. (2003). Helping EFL/ESL students by asking quality questions. Retrieved in September 03, 2008, from http://iteslj.org/Techniques/Hussain-Questions.html.
  • Karaman, İ. (2005). An analysis of physics exam questions in the high schools of Erzurum according to the levels of Bloom’s taxonomy. Journal of Gazi Educational Faculty, 25 (1), 77-90.
  • Karamustafaoğlu, S., Sevim, S., Karamustafaoğlu, O., & Çepni, S. (2003) Analysis of Turkish high-school chemistry-examination questions according to Bloom’s taxonomy. Chemistry Education: Research and Practice, 4 (1), 25-30.
  • Koray, Ö. C., & Yaman, S. (2002). An assessment of questioning skills of science teacher according to Bloom's taxonomy. Kastamonu Eğitim Dergisi, 10 (2), 317-324.
  • Köğce, D., & Baki, A. (2009). Comparing mathematics questions’ levels in different type of high schools according to bloom taxonomy. Kastamonu Eğitim Dergisi, 17 (2), 557- 574.
  • Köğce, D. (2005). A comparison of the mathematics questions used in university entrance exam (ÖSS) and high schools in terms of Bloom's taxonomy. Unpublished MA thesis. Trabzon: Karadeniz Technical University.
  • Macpherson, A., & Mansfield, J. (2008). Critical thinking made bloomin’ easy: Using Bloom’s taxonomy to encourage critical thinking. Retrieved in September 03, 2008, from research.html.
  • Mutlu, M., Uşak, M., & Aydoğdu, M. (2003). Evaluation of science exam questions according to Bloom’s taxonomy. Kırşehir Eğitim Fakültesi Dergisi, 4 (2), 87-95.
  • Onosko, J. J. (1988). Promoting students’ thinking through thoughtful classroom discourse: An analysis of teachers’ thoughts and practices. USA Michigan: University Microfilms International Dissertation Information Service.
  • Özden, Y. (1999). Öğrenme ve Öğretme. (Learning and Teaching) Ankara: PegemA Yayınları.
  • Özgür, N. (2007). Teachers’ questions: Do they encourage critical thinking. Unpublished MA thesis. Eskişehir: Anadolu University.
  • Özmen, H., & Karamustafaoğlu, O. (2006). The analysis of lycee-II physics-chemistry exam questions’ and students’ success in energy chapter as to cognitive domain. Kastamonu Eğitim Dergisi, 14 (1), 91-100.
  • Paul, R., Elder, L., & Bartell, T. (1997). Study of 38 public universities and 28 private universities to determine faculty emphasis on critical thinking in instruction: Executive http://www.criticalthinking.org/schoolstudy.html. Retrieved September 03, 2008, from
  • Sadker, D. (2003). Classroom questions: Types of questions, feedback, effective questioning practices. http://education.stateuniversity.com/pages/1836/Classroom-Questions.html. September 03, 2008, from
  • Sağır, D. (2003). Research on the teachers using levels of bloom`s taxonomy in examining the students success in the subject of surface processes unit of geography lesson curriculum in the 1th grade of secondary schools (case of Eskişehir). Unpublished MA thesis. Ankara: University of Gazi.
  • Schneider, V. (2002). Critical thinking in the elementary classroom: Problems and solutions. Retrieved http://www.epsbooks.com/downloads/articles/Critical_Thinking-Schneider.pdf.
  • Şahbat, A. (2002). Religion teachers behaviours on the critical thinkings of the students. Unpublished MA thesis. Konya: University of Selçuk.
  • Tekin, S., & Ayas, A. (2002). The evaluation of the chemistry exam questions prepared by students taking secondary level chemistry course. Proceedings of the fifth National Science and Math Teaching Conference. Ankara: METU
  • Yaşar, O. (2005). A comparative approach directed to the assessment and evaluation studies in the geography course books taught at the secondary education in Turkey. International Journal of Progressive Education, 1 (2), 8-30.
  • Yüksel, S. (2007). The developments in cognitive domain and new taxonomies. Journal of Turkish Educational Sciences, 5 (3), 479-509

Year 2012, Volume: 7 Issue: 1 - Volume 7, Issue 1, 2012, 52 - 63, 19.05.2016

Mehmet Kaan Demir Mustafa Yunus Eryaman

https://izlik.org/JA58WD54XA

Abstract

References

  • Akbulut, T. (1999). The evaluation of questioning skills of primary school teachers in terms of certain variables. Unpublished MA Thesis. Adana: University of Çukurova.
  • Akpınar, E. (2003). Cognitive levels of the written exam questions of the secondary schools geography courses. Erzincan Education Faculty Journal, 5 (1), 13-21.
  • Akpınar, E., & Ergin, Ö. (2006). The evaluation of science teachers’ exam questions. Milli Eğitim, 172, 225-231.
  • Angelo, T. A. (1995). Beginning the dialogue: Thoughts on promoting critical thinking: Classroom assessment for critical thinking. Teaching of Psychology, 22 (1), 6-7.
  • Aviles, C. B. (2000). Teaching and testing for critical thinking with bloom’s taxonomy of educational objectives. (ERIC Document Reproduction Service No. ED 446 023).
  • Azar, A. (2005). The correspondence of university entrance exam (ÖSS) and physics questions. Çağdaş Eğitim Dergisi, 320, 7-12.
  • Baysen, E. (2006). The levels of teacher questions and student answers. Kastamonu Eğitim Dergisi, 14 (1), 21-28.
  • Blank-Libra, J. (1997). Bloom’s taxonomy and journalism conjoin to improve student’s questioning practices. (ERIC Document Reproduction Service No. ED 417 411).
  • Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York: Longmans Green.
  • Çepni, S., & Azar, A. (1998). The analysis of physics questions used at high school exams. Proceedings of the Third National Symposium of Science Teaching. Trabzon: Karadeniz Technical University.
  • Çepni, S., Ayvacı, H., & Keleş, E. (2001). The comparison of science exam questions used at high schools and high school entrance exams regarding Bloom’s taxonomy. Proceedings of the Science Teaching Symposium in Turkey at Millennium. İstanbul: Maltepe University.
  • Çepni, S., Keleş, E., & Ayvacı, H. Ş. (1999). The comparison of physics questions used at university entrance exam (ÖSS) and high school exams. Proceedings of the Turkish Physical Society 18th Physics Conference. Adana: University of Çukurova.
  • Çepni, S. (2003). An analysis of university science instructors' examination questions according to the cognitive levels.Educational Sciences: Theory & Practice, 3 (1), 65- 84
  • Çepni, S., Özsevgenç, T., & Gökdere, M. (2003). The analysis of the physics questions used at university entrance exam (ÖSS) and high school exams regarding students’ cognitive development and their characteristics of formal operational stage. Milli Eğitim, 157, 30-39.
  • Dindar, H., & Demir, M. (2006). Evaluation of fifth grade primary teachers questions in science exams according to Bloom’s taxonomy. Journal of Gazi Educational Faculty, 26 (3), 87-96.
  • Duckworth, E. R. (1964). Piaget rediscovered. Journal of Research in Science Teaching, 2 (3), 172-175.
  • Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International Journal of Teaching and Learning in Higher Education, 17 (2), 160-166.
  • Erman, E. (2008). Evaluation of the history questions that were asked in the secondary education institution exams between the years 2003-2006 by using Bloom’s taxonomy. Unpublished MA Thesis. Ankara: Gazi University.
  • Eş, H. (2005). The evaluation of science exam questions in basic education schools and in the high schools entrance examinations according to the Bloom's taxonomy. Unpublished MA Thesis. Ankara: Gazi University.
  • Facione, P.A. (1990). A statement of expert consensus for purposes of educational assessment and instruction: Research findings and recommendations. (ERIC Document Reproduction Service No. ED 315 423)
  • Gelen, İ. (1999). The evaluation of fourth grade elementary school teachers’ competences about teaching thinking skills in social studies course. Unpublished MA Thesis. Adana: University of Çukurova.
  • Güler, G., Özek, N., & Yaprak, G. (2004). Analysis of physics questions used in university entrance exam (ÖSS) between 1999 and 2001 according to students’ cognitive development levels and comparison of the results with the physics questions asked at training centers and high schools. Süleyman Demirel Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 8 (2), 63-66.
  • Gürses, A., Bayrak, R., Bozoğlu, S., Açıkyıldız, M., Doğar, Ç., & Özkan E. (2005). The analysis of the exam questions used in secondary level chemistry courses. Selçuk Üniversitesi Eğitim Fakültesi Dergisi, 19, 349-367.
  • Hargreaves, M. H., & Grenfell, A. T. (2003). The use of assessment strategies to develop critical thinking skills in science. Retrieved in September 03, 2008, from http://www.unisa.edu.au/evaluations/program.html.
  • Hussain, N. (2003). Helping EFL/ESL students by asking quality questions. Retrieved in September 03, 2008, from http://iteslj.org/Techniques/Hussain-Questions.html.
  • Karaman, İ. (2005). An analysis of physics exam questions in the high schools of Erzurum according to the levels of Bloom’s taxonomy. Journal of Gazi Educational Faculty, 25 (1), 77-90.
  • Karamustafaoğlu, S., Sevim, S., Karamustafaoğlu, O., & Çepni, S. (2003) Analysis of Turkish high-school chemistry-examination questions according to Bloom’s taxonomy. Chemistry Education: Research and Practice, 4 (1), 25-30.
  • Koray, Ö. C., & Yaman, S. (2002). An assessment of questioning skills of science teacher according to Bloom's taxonomy. Kastamonu Eğitim Dergisi, 10 (2), 317-324.
  • Köğce, D., & Baki, A. (2009). Comparing mathematics questions’ levels in different type of high schools according to bloom taxonomy. Kastamonu Eğitim Dergisi, 17 (2), 557- 574.
  • Köğce, D. (2005). A comparison of the mathematics questions used in university entrance exam (ÖSS) and high schools in terms of Bloom's taxonomy. Unpublished MA thesis. Trabzon: Karadeniz Technical University.
  • Macpherson, A., & Mansfield, J. (2008). Critical thinking made bloomin’ easy: Using Bloom’s taxonomy to encourage critical thinking. Retrieved in September 03, 2008, from research.html.
  • Mutlu, M., Uşak, M., & Aydoğdu, M. (2003). Evaluation of science exam questions according to Bloom’s taxonomy. Kırşehir Eğitim Fakültesi Dergisi, 4 (2), 87-95.
  • Onosko, J. J. (1988). Promoting students’ thinking through thoughtful classroom discourse: An analysis of teachers’ thoughts and practices. USA Michigan: University Microfilms International Dissertation Information Service.
  • Özden, Y. (1999). Öğrenme ve Öğretme. (Learning and Teaching) Ankara: PegemA Yayınları.
  • Özgür, N. (2007). Teachers’ questions: Do they encourage critical thinking. Unpublished MA thesis. Eskişehir: Anadolu University.
  • Özmen, H., & Karamustafaoğlu, O. (2006). The analysis of lycee-II physics-chemistry exam questions’ and students’ success in energy chapter as to cognitive domain. Kastamonu Eğitim Dergisi, 14 (1), 91-100.
  • Paul, R., Elder, L., & Bartell, T. (1997). Study of 38 public universities and 28 private universities to determine faculty emphasis on critical thinking in instruction: Executive http://www.criticalthinking.org/schoolstudy.html. Retrieved September 03, 2008, from
  • Sadker, D. (2003). Classroom questions: Types of questions, feedback, effective questioning practices. http://education.stateuniversity.com/pages/1836/Classroom-Questions.html. September 03, 2008, from
  • Sağır, D. (2003). Research on the teachers using levels of bloom`s taxonomy in examining the students success in the subject of surface processes unit of geography lesson curriculum in the 1th grade of secondary schools (case of Eskişehir). Unpublished MA thesis. Ankara: University of Gazi.
  • Schneider, V. (2002). Critical thinking in the elementary classroom: Problems and solutions. Retrieved http://www.epsbooks.com/downloads/articles/Critical_Thinking-Schneider.pdf.
  • Şahbat, A. (2002). Religion teachers behaviours on the critical thinkings of the students. Unpublished MA thesis. Konya: University of Selçuk.
  • Tekin, S., & Ayas, A. (2002). The evaluation of the chemistry exam questions prepared by students taking secondary level chemistry course. Proceedings of the fifth National Science and Math Teaching Conference. Ankara: METU
  • Yaşar, O. (2005). A comparative approach directed to the assessment and evaluation studies in the geography course books taught at the secondary education in Turkey. International Journal of Progressive Education, 1 (2), 8-30.
  • Yüksel, S. (2007). The developments in cognitive domain and new taxonomies. Journal of Turkish Educational Sciences, 5 (3), 479-509

Year 2012, Volume: 7 Issue: 1 - Volume 7, Issue 1, 2012, 52 - 63, 19.05.2016

Mehmet Kaan Demir Mustafa Yunus Eryaman

https://izlik.org/JA58WD54XA

Abstract

References

  • Akbulut, T. (1999). The evaluation of questioning skills of primary school teachers in terms of certain variables. Unpublished MA Thesis. Adana: University of Çukurova.
  • Akpınar, E. (2003). Cognitive levels of the written exam questions of the secondary schools geography courses. Erzincan Education Faculty Journal, 5 (1), 13-21.
  • Akpınar, E., & Ergin, Ö. (2006). The evaluation of science teachers’ exam questions. Milli Eğitim, 172, 225-231.
  • Angelo, T. A. (1995). Beginning the dialogue: Thoughts on promoting critical thinking: Classroom assessment for critical thinking. Teaching of Psychology, 22 (1), 6-7.
  • Aviles, C. B. (2000). Teaching and testing for critical thinking with bloom’s taxonomy of educational objectives. (ERIC Document Reproduction Service No. ED 446 023).
  • Azar, A. (2005). The correspondence of university entrance exam (ÖSS) and physics questions. Çağdaş Eğitim Dergisi, 320, 7-12.
  • Baysen, E. (2006). The levels of teacher questions and student answers. Kastamonu Eğitim Dergisi, 14 (1), 21-28.
  • Blank-Libra, J. (1997). Bloom’s taxonomy and journalism conjoin to improve student’s questioning practices. (ERIC Document Reproduction Service No. ED 417 411).
  • Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York: Longmans Green.
  • Çepni, S., & Azar, A. (1998). The analysis of physics questions used at high school exams. Proceedings of the Third National Symposium of Science Teaching. Trabzon: Karadeniz Technical University.
  • Çepni, S., Ayvacı, H., & Keleş, E. (2001). The comparison of science exam questions used at high schools and high school entrance exams regarding Bloom’s taxonomy. Proceedings of the Science Teaching Symposium in Turkey at Millennium. İstanbul: Maltepe University.
  • Çepni, S., Keleş, E., & Ayvacı, H. Ş. (1999). The comparison of physics questions used at university entrance exam (ÖSS) and high school exams. Proceedings of the Turkish Physical Society 18th Physics Conference. Adana: University of Çukurova.
  • Çepni, S. (2003). An analysis of university science instructors' examination questions according to the cognitive levels.Educational Sciences: Theory & Practice, 3 (1), 65- 84
  • Çepni, S., Özsevgenç, T., & Gökdere, M. (2003). The analysis of the physics questions used at university entrance exam (ÖSS) and high school exams regarding students’ cognitive development and their characteristics of formal operational stage. Milli Eğitim, 157, 30-39.
  • Dindar, H., & Demir, M. (2006). Evaluation of fifth grade primary teachers questions in science exams according to Bloom’s taxonomy. Journal of Gazi Educational Faculty, 26 (3), 87-96.
  • Duckworth, E. R. (1964). Piaget rediscovered. Journal of Research in Science Teaching, 2 (3), 172-175.
  • Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International Journal of Teaching and Learning in Higher Education, 17 (2), 160-166.
  • Erman, E. (2008). Evaluation of the history questions that were asked in the secondary education institution exams between the years 2003-2006 by using Bloom’s taxonomy. Unpublished MA Thesis. Ankara: Gazi University.
  • Eş, H. (2005). The evaluation of science exam questions in basic education schools and in the high schools entrance examinations according to the Bloom's taxonomy. Unpublished MA Thesis. Ankara: Gazi University.
  • Facione, P.A. (1990). A statement of expert consensus for purposes of educational assessment and instruction: Research findings and recommendations. (ERIC Document Reproduction Service No. ED 315 423)
  • Gelen, İ. (1999). The evaluation of fourth grade elementary school teachers’ competences about teaching thinking skills in social studies course. Unpublished MA Thesis. Adana: University of Çukurova.
  • Güler, G., Özek, N., & Yaprak, G. (2004). Analysis of physics questions used in university entrance exam (ÖSS) between 1999 and 2001 according to students’ cognitive development levels and comparison of the results with the physics questions asked at training centers and high schools. Süleyman Demirel Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 8 (2), 63-66.
  • Gürses, A., Bayrak, R., Bozoğlu, S., Açıkyıldız, M., Doğar, Ç., & Özkan E. (2005). The analysis of the exam questions used in secondary level chemistry courses. Selçuk Üniversitesi Eğitim Fakültesi Dergisi, 19, 349-367.
  • Hargreaves, M. H., & Grenfell, A. T. (2003). The use of assessment strategies to develop critical thinking skills in science. Retrieved in September 03, 2008, from http://www.unisa.edu.au/evaluations/program.html.
  • Hussain, N. (2003). Helping EFL/ESL students by asking quality questions. Retrieved in September 03, 2008, from http://iteslj.org/Techniques/Hussain-Questions.html.
  • Karaman, İ. (2005). An analysis of physics exam questions in the high schools of Erzurum according to the levels of Bloom’s taxonomy. Journal of Gazi Educational Faculty, 25 (1), 77-90.
  • Karamustafaoğlu, S., Sevim, S., Karamustafaoğlu, O., & Çepni, S. (2003) Analysis of Turkish high-school chemistry-examination questions according to Bloom’s taxonomy. Chemistry Education: Research and Practice, 4 (1), 25-30.
  • Koray, Ö. C., & Yaman, S. (2002). An assessment of questioning skills of science teacher according to Bloom's taxonomy. Kastamonu Eğitim Dergisi, 10 (2), 317-324.
  • Köğce, D., & Baki, A. (2009). Comparing mathematics questions’ levels in different type of high schools according to bloom taxonomy. Kastamonu Eğitim Dergisi, 17 (2), 557- 574.
  • Köğce, D. (2005). A comparison of the mathematics questions used in university entrance exam (ÖSS) and high schools in terms of Bloom's taxonomy. Unpublished MA thesis. Trabzon: Karadeniz Technical University.
  • Macpherson, A., & Mansfield, J. (2008). Critical thinking made bloomin’ easy: Using Bloom’s taxonomy to encourage critical thinking. Retrieved in September 03, 2008, from research.html.
  • Mutlu, M., Uşak, M., & Aydoğdu, M. (2003). Evaluation of science exam questions according to Bloom’s taxonomy. Kırşehir Eğitim Fakültesi Dergisi, 4 (2), 87-95.
  • Onosko, J. J. (1988). Promoting students’ thinking through thoughtful classroom discourse: An analysis of teachers’ thoughts and practices. USA Michigan: University Microfilms International Dissertation Information Service.
  • Özden, Y. (1999). Öğrenme ve Öğretme. (Learning and Teaching) Ankara: PegemA Yayınları.
  • Özgür, N. (2007). Teachers’ questions: Do they encourage critical thinking. Unpublished MA thesis. Eskişehir: Anadolu University.
  • Özmen, H., & Karamustafaoğlu, O. (2006). The analysis of lycee-II physics-chemistry exam questions’ and students’ success in energy chapter as to cognitive domain. Kastamonu Eğitim Dergisi, 14 (1), 91-100.
  • Paul, R., Elder, L., & Bartell, T. (1997). Study of 38 public universities and 28 private universities to determine faculty emphasis on critical thinking in instruction: Executive http://www.criticalthinking.org/schoolstudy.html. Retrieved September 03, 2008, from
  • Sadker, D. (2003). Classroom questions: Types of questions, feedback, effective questioning practices. http://education.stateuniversity.com/pages/1836/Classroom-Questions.html. September 03, 2008, from
  • Sağır, D. (2003). Research on the teachers using levels of bloom`s taxonomy in examining the students success in the subject of surface processes unit of geography lesson curriculum in the 1th grade of secondary schools (case of Eskişehir). Unpublished MA thesis. Ankara: University of Gazi.
  • Schneider, V. (2002). Critical thinking in the elementary classroom: Problems and solutions. Retrieved http://www.epsbooks.com/downloads/articles/Critical_Thinking-Schneider.pdf.
  • Şahbat, A. (2002). Religion teachers behaviours on the critical thinkings of the students. Unpublished MA thesis. Konya: University of Selçuk.
  • Tekin, S., & Ayas, A. (2002). The evaluation of the chemistry exam questions prepared by students taking secondary level chemistry course. Proceedings of the fifth National Science and Math Teaching Conference. Ankara: METU
  • Yaşar, O. (2005). A comparative approach directed to the assessment and evaluation studies in the geography course books taught at the secondary education in Turkey. International Journal of Progressive Education, 1 (2), 8-30.
  • Yüksel, S. (2007). The developments in cognitive domain and new taxonomies. Journal of Turkish Educational Sciences, 5 (3), 479-509
There are 44 citations in total.

Details

Other ID JA22KZ23SJ
Authors

Mehmet Kaan Demir This is me

Mustafa Yunus Eryaman This is me

Publication Date May 19, 2016
IZ https://izlik.org/JA58WD54XA
Published in Issue Year 2012 Volume: 7 Issue: 1 - Volume 7, Issue 1, 2012

Cite

APA Demir, M. K., & Eryaman, M. Y. (2016). A Qualitative Evaluation of Instructors’ Exam Questions at a Primary Education Department in terms of Certain Variables. Educational Policy Analysis And Strategic Research, 7(1), 52-63. https://izlik.org/JA58WD54XA
AMA 1.Demir MK, Eryaman MY. A Qualitative Evaluation of Instructors’ Exam Questions at a Primary Education Department in terms of Certain Variables. Educational Policy Analysis And Strategic Research. 2016;7(1):52-63. https://izlik.org/JA58WD54XA
Chicago Demir, Mehmet Kaan, and Mustafa Yunus Eryaman. 2016. “A Qualitative Evaluation of Instructors’ Exam Questions at a Primary Education Department in Terms of Certain Variables”. Educational Policy Analysis And Strategic Research 7 (1): 52-63. https://izlik.org/JA58WD54XA.
EndNote Demir MK, Eryaman MY (May 1, 2016) A Qualitative Evaluation of Instructors’ Exam Questions at a Primary Education Department in terms of Certain Variables. Educational Policy Analysis And Strategic Research 7 1 52–63.
IEEE [1]M. K. Demir and M. Y. Eryaman, “A Qualitative Evaluation of Instructors’ Exam Questions at a Primary Education Department in terms of Certain Variables”, Educational Policy Analysis And Strategic Research, vol. 7, no. 1, pp. 52–63, May 2016, [Online]. Available: https://izlik.org/JA58WD54XA
ISNAD Demir, Mehmet Kaan - Eryaman, Mustafa Yunus. “A Qualitative Evaluation of Instructors’ Exam Questions at a Primary Education Department in Terms of Certain Variables”. Educational Policy Analysis And Strategic Research 7/1 (May 1, 2016): 52-63. https://izlik.org/JA58WD54XA.
JAMA 1.Demir MK, Eryaman MY. A Qualitative Evaluation of Instructors’ Exam Questions at a Primary Education Department in terms of Certain Variables. Educational Policy Analysis And Strategic Research. 2016;7:52–63.
MLA Demir, Mehmet Kaan, and Mustafa Yunus Eryaman. “A Qualitative Evaluation of Instructors’ Exam Questions at a Primary Education Department in Terms of Certain Variables”. Educational Policy Analysis And Strategic Research, vol. 7, no. 1, May 2016, pp. 52-63, https://izlik.org/JA58WD54XA.
Vancouver 1.Mehmet Kaan Demir, Mustafa Yunus Eryaman. A Qualitative Evaluation of Instructors’ Exam Questions at a Primary Education Department in terms of Certain Variables. Educational Policy Analysis And Strategic Research [Internet]. 2016 May 1;7(1):52-63. Available from: https://izlik.org/JA58WD54XA