Journal of Analytic Divinity

Öz

This study is done
to compare the subject of History in secondary schools to the questions of
History which are very important in YGS and LYS exams.

In this study,
questions of History subject asked in YGS and LYS exams between 2010 to 2013
and teaching programme simplemented since 2007 have been examined.

As a coclusion, some
suggestions mention to correct the deficiencies which have been expressedand
how many questions can be asked from which units in terms of content validity.

Finally, proposals
have been made fore liminating the deficiencies and for the validity of the
content. In this context, it is seen that the distribution of the topics
according to the questions is not planned in advance, so it is seen that it
accumulates in another subject every year. In order to be able to avoid this,
the number of questions to be extracted from the topics can be determined and
they may not be reduced and multiplied so as to force the target. Exam
questions may be prepared according to the weight of the units in the secondary
school curriculum.  Questions will be
asked from each subject in the curriculum during the exams and the “Validity of
Content" principle will be followed.

Since the subject of
what a learner should know about history lessons is not clear, it is revealed
that the examinations are focused on another topic every year and other
subjects are neglected. Therefore, the distribution of the questions according
to the topics can be determined and published beforehand.