This study was conducted to examine the alignment of mathematics questions in Turkey’s High School Entrance Exam (LGS) between 2018 and 2022 with international standards. The research analyzed LGS mathematics questions based on the cognitive domains of TIMSS-2019. TIMSS (Trends in International Mathematics and Science Study) is an international exam aimed at assessing students' knowledge and skills in mathematics and science, categorizing cognitive domains into three main areas: knowing, applying, and reasoning. Conducted every four years, TIMSS serves as a guide for countries to improve their educational policies. LGS, on the other hand, is a centralized exam organized by Turkey's Ministry of National Education (MEB) to select students for secondary schools. This exam aims to measure students' high-level skills and facilitate their placement in qualified schools. In this context, the purpose of the study is to investigate the distribution of mathematics questions in the High School Entrance Exam (LGS) between 2018 and 2022 according to the cognitive domains of TIMSS-2019. Using document analysis, LGS mathematics questions were classified according to TIMSS-2019 cognitive domains. The findings revealed that 53% of LGS questions were categorized under reasoning, 45% under applying, and only 2% under knowing. It was observed that LGS questions predominantly focused on the reasoning domain, while fewer questions were included in the knowing domain. The study aims to determine the extent to which LGS mathematics questions align with international standards and, in this context, to analyze the distribution of exam questions across cognitive domains by comparing them with TIMSS. The findings suggest that LGS primarily focuses on assessing higher-order thinking skills and evaluating students' analytical abilities. However, the lack of questions targeting the knowing domain may negatively impact the performance of some students. This highlights the importance of preparing exam questions with a more balanced distribution across cognitive domains. In conclusion, aligning LGS with international exams could enhance students’ achievements in mathematics and contribute to the establishment of a more inclusive assessment system.

TIMSS, cognitive domain, high school entrance exam, document analysis.