Evaluation of Science Teachers’ Exam and High School Entrance Exam Science Questions Based on the Revised Bloom Taxonomy

This study aims to evaluate exam questions set by science teachers for eighth grade students and from a central high school entrance (HSEE) according the Revised Bloom’s Taxonomy (RBT). In this study, document analysis technique was employed, as one of recognized methods qualitative research. The HSEE teacher-prepared were evaluated separately in dimensions knowledge cognitive process, frequency percentage distribution examined RBT. teachers’ found be most suitable factual RBT dimension, appropriate remembering understanding levels process dimension. It determined that conceptual procedural types analyzing Both prepared not homogeneously distributed terms while at lower level higher than those teachers.