In this study it was aimed to investigate the levels of the exam questions prepared for social studies courses by analyzing them according to revised Bloom Taxonomy. Revised taxonomy consists of knowledge and cognitive process dimensions. Knowledge dimension level is defined as factual, conceptual, procedural, and meta-cognitive; cognitive process dimensions are defined as remember, understand, implement, analyze, evaluate, and create levels. The research data consist of the exam questions prepared by the social studies teachers for the 7th grade social studies course of 7 different elementary schools in the center of Nevşehir in the first term of 2014-2015 academic year. The content analysis approach was used when the questions were analyzed according to the revised Bloom taxonomy. Analyzes made have been evaluated and interpreted by expert opinions. According to the results, it was understood that teachers use more often multiple choices and true-false questions types. It was also detected that most of the questions used in the tests are on the level of factual and conceptual knowledge in respect to knowledge measurement and on the level remembering and understanding in respect to cognitive process. Some suggestions have been made in the light of findings of the research.
Key words: Social Studies, Exam Questions, Revised Blooms Taxonomy, Measurement and Evaluation
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