In the 2023 Education Vision of our country, it is pointed out that an integrated process-oriented and result-oriented understanding in measurement and evaluation should be of high priority; that the evaluation methods and criteria used for the measurement of academic achievement should be varied; and that all the exams in our education system will be rearranged within the context of their goals, contents, question types and benefits. In the present study, the skill-based questions prepared and published by the Ministry of National Education [MoNE] for secondary school 5th, 6th and 7th grade students were revised and examined with respect to their appropriateness to the dimension of cognitive domain and knowledge types of Bloom taxonomy. The study was conducted using the document analysis method, one of qualitative research approaches. In the study, a total of 180 skill-based multiple-choice questions prepared by MoNE for secondary school 5th, 6th and 7th grade students constituted the research sample. The questions were analyzed by three field experts in terms of appropriateness to the steps of cognitive domain and knowledge types found in Bloom’s taxonomy. The results revealed that all the skill-based questions included in the research sample belonged to the steps of phenomenological knowledge (21,6%), procedural knowledge (3,8%) and conceptual knowledge (74,6%). In addition, the questions belonged to the step of remembering (14,4%), understanding (77,9%), application (1,6%), analysis (1,1%) and creation (5%). When the skillbased questions were taken into account in general terms, it could be stated that they should avoid memorization, encourage critical thinking, aim to help acquire problem solving skills, trigger imagination, include daily life problems and activate upper-level mental skills