# Science Teachers’ Perceptions and Cognitive Structures About Skill-Based Questions

## TL;DR

This study explores how Turkish science teachers perceive and understand skill-based questions used in assessments, revealing mixed views and a need for better training.

## Contribution

The novelty lies in uncovering teachers' cognitive structures and perceptions about skill-based questions, offering insights for educational reform.

## Key findings

- Teachers associate skill-based questions with terms like 'cognitive based' and 'culturally context consistency'.
- Teachers show confusion and limited understanding of skill-based questions' alignment with international standards.
- The study suggests a need for clearer guidelines and training to bridge policy and practice gaps.

## Abstract

The study investigates how Turkish science teachers view and understand skill-based questions (SBQs). SBQs aim to assess higher-order cognitive skills, such as critical thinking and problem-solving, in line with global standards like PISA and TIMSS. The data collected via the Word Association Test (WAT) revealed teachers’ conceptual frameworks and attitudes toward SBQs. The most frequently associated terms were ‘cognitive based’ and ‘culturally context consistency’. Teachers expressed mixed perceptions, with concerns about SBQs’ alignment with international standards, literacy, validity, and the stress they impose on students. Statistical analyses showed that teachers’ cognitive structures lack integration, indicating confusion and limited understanding. The findings highlight the need for enhanced teacher training, clearer guidelines and addressing the gaps between policy and practice. This study contributes to educational assessment reforms by emphasizing the importance of supporting teachers in using SBQs effectively.