In today's world, having the information age, there is a race in science and technology among the countries concerned. However, being able to take part in this struggle requires high qualified staff. For this reason, the aim of the education system is to educate individuals who have higher cognitive skills than those who memorize the information. The science class is a very important lesson for serving to educate the individuals having the qualities that the age needs. That is why the quality of the measurement and evaluation tools applied in science class is very important. The purpose of this research is to examine the questions in the sciences courses of 5th and 6th grade, science and technology courses 7th and 8th grade in terms of distribution of cognitive domain stages of Bloom Taxonomy. Survey model which is one of the descriptive research method was used in this study. In this study, which used document analysis method in data analysis; in the 2014-2015 academic year, 10.182 questions in written exams of science and science and technology implemented in the first and second semester at 18 secondary schools in Reyhanlı district of Hatay province were examined. At the end of the study; when analyzing the written exam questions with regard to distribution to stages of Bloom Taxonomy, the findings show that 20,94% of the questions were at the stage of knowledge, 52.6% were at the stage of comprehension, 24,02% were at the stage of application, 2,43% were at the stage of analysis, 0% was at the stage of the synthesis, and 0,0098% were at the stage of evaluation. Therefore, it was seen that 97,56% of the questions in the written exam of science and science and technology courses were at the lower cognitive level and 2,44% were at the upper cognitive level.
Science, Measurement and Evaluation, Question Analysis, Bloom Taxonomy