The aim of this study is to analyze the end-of-unit evaluation questions in the 8th Grade Science textbook used in primary education, using the framework of the Revised Bloom's Taxonomy (RBT). The study employed document analysis to evaluate 306 end-of-unit questions from the 8th Grade Science Textbook (SSFBDK), which has been approved by Board of Education and Discipline (TTKB). This analysis considered both the knowledge and cognitive process dimensions as outlined in RBT. The questions were categorized based on criteria outlined in the book "A Taxonomy for Learning, Teaching, and Assessing," translated into Turkish by Anderson et al. Findings were presented in terms of percentages and frequencies. When evaluating the FASFBC unit questions according to the cognitive process dimension of RBT, it was found that 157 out of 306 questions were primarily concerned with the "remembering" process. Similarly, when categorized by the knowledge dimension, 157 out of 306 questions were based on factual knowledge. In a broader assessment of the 8th grade units, the majority of questions were found to focus on lower levels of cognitive processes. Likewise, when considering the knowledge dimension of RBT, most questions were geared towards factual knowledge. Based on these findings, it is recommended that future end-of-unit evaluation questions in the SSFBDK be formulated to engage higher cognitive processes, specifically those within the metacognitive domain of the Revised Bloom's Taxonomy.