Analysis of Twelfth Grade Physics Questions in the National University Entrance Exam and Final Exams of 1400, Emphasizing Bloom's Cognitive Domains

This research aimed to analyze the physics questions of the twelfth-grade national exam and final exams based on Bloom's cognitive domains. The population and sample of this research included physics questions from the final exams and university entrance exams in the fields of experimental sciences and physics mathematics in the year 1400. The questions were collected using a researcher-made checklist based on Bloom's cognitive levels and then analyzed using the quantitative content analysis method. The results indicated that the main focus of the national exam is to assess higher cognitive levels, with a frequency of 4% in mathematics and 9% in experimental sciences demonstrating understanding and knowledge levels. In the national exam, there is an emphasis on fundamental concepts and principles of physics, and students' ability to use them in problem-solving and result interpretation. In the final exams, there is more emphasis on knowledge and comprehension levels compared to the university entrance exam, with less focus on analysis and synthesis levels. There is no consistency in using questions related to knowledge, comprehension, application, analysis, and synthesis levels between the university entrance exam and final exams.