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Eighteen volunteer teachers from Artvin, Turkey, wrote questions for four subject areas aligned with specified outcomes. Using a qualitative document review pattern, the questions were analyzed through an evaluation form. Results show teachers emphasized outcome content but often neglected cognitive level. 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For this purpose, 18 middle school teachers who worked  \nin Artvin, Turkey and volunteered to participate in the study were asked to write questions.  \nTeachers wrote open-ended questions for a total of 4 courses (Sciences, Mathematics, Turkish, and  \nSocial Studies) in accordance with the specified outcomes. In the study designed in the document  \nreview pattern of qualitative research methods, questions were analyzed using an evaluation form.  \nAs a result of the evaluations, it was observed that teachers were more concerned with the content  \ndimension of the outcomes while writing questions but disregarded the cognitive level of the  \noutcome. It was also found that teachers were inadequate in terms of language and expression in all  \nbranches, showed a tendency to copy questions from a source, or could not move away from the  \nquestion writing style they adopted. However, it was determined that there were especially  \nexpression errors, subject-verb agreement problems, and punctuation marks were not used  \ncorrectly in the questions written.  \nKeywords: Higher order thinking skills, In-class measurement and evaluation, Open-ended question, Assessment instruments, Question type appropriateness.  \nCitation | Ozturk, H. K. (2023) . Investigation of middle schoolteachers’ open-ended question writing skills. Asian Journal of Education and Training, 9(2), 42–47. 10.20448/edu.v9i2.4657 History:  \nReceived: 13 March 2023  \nRevised: 27 April 2023  \nAccepted: 4 May 2023  \nPublished: 11 May 2023  \nLicensed: This work is licensed under a Creative Commons Attribution 4.0 License   \nPublisher: Asian Online Journal Publishing Group  \nFunding: This study received no specific financial support.  \nCompeting Interests: The author declares that there are no conflicts of interests regarding the publication of this paper.  \nTransparency: The author confirms that the manuscript is an honest, accurate, and transparent account of the study; that no vital features of the study have been omitted; and that any discrepancies from the study as planned have been explained.  \nEthical: This study followed all ethical practices during writing.  \nContents  \n1. Introduction ...................................................................................................................................................................................... 43  \n2. Method ............................................................................................................................................................................................... 44  \n3. Results/Findings .............................................................................................................................................................................. 44  \n4. Conclusion and Discussion............................................................................................................................................................. 46  \nReferences .............................................................................................................................................................................................. 46  \nContribution of this paper to the literature  \nIn Turkey, there are not many studies examining teachers' ability to write open-ended question and higher-order thinking skills. In addition, there is no study related to the review titles discussed in thi","cbCairxAQu342i7V","https://ap.wps.com/l/cbCairxAQu342i7V","pdf",322839,"English","# Introduction\n# Method\n# Results/Findings\n# Conclusion and Discussion\n# References","[{\"question\":\"What is the purpose of this study?\",\"answer\":\"The study investigates middle school teachers’ skills in writing open-ended questions intended to measure higher-order mental skills.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Eighteen volunteer teachers in Artvin, Turkey, wrote questions for Sciences, Mathematics, Turkish, and Social Studies. The questions were then analyzed using an evaluation form within a qualitative document review pattern.\"},{\"question\":\"What were the main findings about teachers’ question writing?\",\"answer\":\"Teachers focused more on the content dimension of outcomes but disregarded cognitive level. The study also found weaknesses in language and expression, a tendency to copy questions from sources, and frequent expression, subject-verb agreement, and punctuation errors.\"}]","Investigation of middle school teachers' open-ended question writing skills - Vol. 9 No. 2 - Research paper | PDF",1792076765,15]