The Compatibility Between The Reading Questions and Reading Objectives at High School Level in Türkiye

Year 2025, Issue: 58, 127 - 140, 08.09.2025

Eslem Gülümseyen , Gülay Kıray

https://doi.org/10.33418/education.1540271

Abstract

As communicative language use is of growing importance, countries worldwide focus on English language teaching through communicative and authentic approach. As a part of communication in language education and assessment, the reading skill plays a crucial role in the curriculum as well as the teaching and assessment practices in Türkiye. In 2023, the Ministry of Education introduced a shift in the assessment practices by publishing sample questions for testing reading skills, aligning them with the objectives derived from the existing curriculum. As this initiative is relatively recent, no studies in the literature have directly examined the alignment between these sample questions and the objectives. The present research aims to explore the cognitive levels of learning objectives embedded in the questions, examine how these levels progress from grades 9 to12 and analyze the alignment between the objectives and sample questions provided by the Ministry of Education, employing Bloom’s revised taxonomy as the analytical framework. The results show that there are different distributions of levels through the grades, and the number of compatible questions outnumber the number of incompatible ones a lot; however, some questions still fail to adequately assess higher-order cognitive skills.

Keywords

language teaching , reading skill , reading objectives , assessment of reading , Bloom's revised taxonomy

Ethical Statement

No ethics committee approval is required for this study as it does not involve any human participants. Ethics committee waiver was obtained from İstanbul University- Cerrahpaşa Social and Human Sciences Research Ethics Committee (Date: 05.06.2024, Number: E-74555795-050.04-1007142)

Thanks

A sincere thanks to Serap Önen for her help and support during her seminar courses. Her guidance is what made this paper possible.

Türkiye’deki Lise Düzeyi Okuma Soruları ve Okuma Hedefleri Uyumu

Abstract

İletişimsel dil kullanımının giderek önem kazanmasıyla birlikte, dünya çapında ülkeler iletişimsel ve özgün yaklaşımla İngilizce dil öğretimine odaklanmaktadır. Dil eğitimi ve değerlendirmesinde iletişimin bir parçası olarak okuma becerisi, Türkiye'deki müfredatın yanı sıra öğretim ve değerlendirme uygulamalarında da önemli bir rol oynamaktadır. Milli Eğitim Bakanlığı, 2023 yılında okuma becerilerini test etmek için örnek sorular yayınlayarak değerlendirme uygulamalarında bir değişiklik başlatmış ve bunları mevcut müfredattan türetilen hedeflerle uyumlu hale getirmiştir. Bu girişim nispeten yeni olduğundan, literatürde bu örnek sorular ile hedefler arasındaki uyumu doğrudan inceleyen hiçbir çalışma bulunmamaktadır. Mevcut araştırma, sorularda yer alan öğrenme hedeflerinin bilişsel düzeylerini keşfetmeyi, bu düzeylerin 9. sınıftan 12. sınıfa nasıl ilerlediğini incelemeyi ve Bloom'un revize edilmiş taksonomisini analitik çerçeve olarak kullanarak Milli Eğitim Bakanlığı tarafından sağlanan hedefler ile örnek sorular arasındaki uyumu analiz etmeyi amaçlamaktadır. Sonuçlar, seviyelerin sınıflar arasında farklı dağılımları olduğunu ve uyumlu soru sayısının uyumsuz soru sayısından çok daha fazla olduğunu göstermektedir; ancak bazı sorular hala üst düzey bilişsel becerileri yeterince değerlendirmede başarısız olmaktadır.

Keywords

dil öğretimi , okuma becerisi , okuma hedefleri , okumanın değerlendirilmesi , revize Bloom taksonomisi

Ethical Statement

Bu çalışmada insan katılımcı yer almadığından etik kurul onayı gerekmemektedir. Etik kurul muafiyeti İstanbul Üniversitesi-Cerrahpaşa Sosyal ve Beşeri Bilimler Araştırma Etik Kurulu'ndan alınmıştır (Tarih: 05.06.2024, Sayı: E-74555795-050.04-1007142).

Thanks

Serap Önen'e seminer dersleri sırasındaki yardım ve desteği için içten teşekkürlerimizi sunarız. Onun rehberliği sayesinde bu makale mümkün olmuştur.

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