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The aim of the study is to classify and evaluate the mathematics test items in the Transition System of Secondary Education (TEOG) exam according to the attainment levels of the Secondary School National Mathematics Curriculum, TIMSS levels and Bloom’s renewed taxonomy. The study covers the TEOG math items between the years 2013 and 2016. In data analysis, content analysis, a qualitative research technique, was applied. For the classification of the materials, the acquisition list of the eighth grade mathematics course prepared by MONE, the scheme of TIMSS levels, and Bloom’s Renewed Taxonomy were used. Booklet A was taken as a base for the classification for each exam. According to findings, in the TEOG exams applied between 2013-2016, while the TEOG exam was consistently asking questions in certain examinations from certain acquisitions, it was seen that no questions were asked from some of the acquisitions. When the 260 mathematical items in the TEOG exams classified according to TIMSS levels, of the items 33.8% were at "Level 1", 45%  were at "Level 2", 19.6% were at "Level 3" and 1.5% were at "Level 4 ". Parallel with these findings, when TEOG mathematics items  classified according to Restructured Bloom Cognitive Domain Taxonomy, of the items17,69% were at "Remembering", 18,46% were at "Understanding", 54,23% were at "Implementation", 5,76% were at "Analysis" and 3.6% were at "Evaluation" levels. The results indicated that the majority of the math items in the TEOG exams were at the “Application level” and the number of items in the "Reasoning level" was limited. Such exams, as TEOG, directing students high school in consistent with their cognitive level, should measure higher order skills, as well. Ozet Calismanin amaci, Temel Egitimden Ortaogretime Gecis Sistemi (TEOG) sinavi matematik test maddelerinin, Milli Egitim Bakanligi Ortaokul Matematik Programi kazanimlarina, TIMSS duzeylerine ve Bloom’un Yenilenmis Bilissel Alan Taksonomisine gore siniflandirilip degerlendirilmesidir. 2013-2016 yillari arasinda TEOG sinavi matematik sorulari arastirma kapsaminda incelenmistir. Verilerin analizinde nitel arastirma tekniklerinden icerik analizi kullanilmistir. Maddelerin siniflandirilmasi icin MEB tarafindan hazirlanan sekizinci sinif matematik dersine ait kazanim listesi, TIMSS sorularinin duzeylerini gosteren TIMSS duzeyleri semasi ve Bloom’un Yenilenmis Bilissel Alan Taksonomisi kullanilmistir. Siniflamada her bir TEOG sinavinin matematik temel alanina ait A kitapciklari temel alinmistir. Bulgulara gore 2013-2016 yillari arasinda uygulanan TEOG sinavlarinda belli kazanimlardan her sinavda soru sorulurken, bazi kazanimlardan hic soru sorulmadigi gorulmustur. TEOG sinavlarinda sorulan 260 matematik sorusu TIMSS duzeylerine gore siniflandirildiginda %33,8'i  “Duzey 1”, %45'i “Duzey 2”, %19,6'si “Duzey 3” ve  %1,5 'i “Duzey 4”de yer aldigi gorulmustur. TEOG matematik test maddelerinin; Yeniden Yapilandirilan Bloom Bilissel Alan Taksonomisine gore dagilimina bakildiginda sorularin %17,69’u  “Hatirlama”, %18,46'si  “Anlama”, % 54,23'u “Uygulama”, %5,76'si  “Analiz” ve %3,46'si  “Degerlendirme” bilissel alan basamaklarinda oldugu gorulmustur. Sonuclara gore TEOG matematik test maddelerinin cogunlugunun “Uygulama” basamaginda oldugu,  “Analiz” ve “Degerlendirme” basamaklarindaki madde sayisinin sinirli oldugu gorulmustur. TEOG gibi ogrencilerin bilissel duzeylerine gore liselere yonlendirilmesinin hedeflendigi bir sinavdaki sorular bu amaca uygun olarak ust duzey bilissel becerileri de olcecek sekilde hazirlanmalidir.

journal of human sciences

Content analysis of the TEOG mathematics test items based on MONE attainments, TIMSS levels, and renewed Bloom Taxonomy&lt;p&gt;TEOG sınavlarındaki matematik test maddelerinin MEB kazanımlarına, TIMSS seviyelerine ve yenilenen Bloom Taksonomisine göre içerik analizi