In this study, the relationship between the levels of 5th grade science course exam questions and the 5th class learning outcomes of the science curriculum in the revised Bloom taxonomy was examined. The research was carried out using document analysis method. Since the revised Bloom taxonomy categories were used for the analysis, the data obtained were analyzed with the descriptive analysis technique. The study included 967 science questions and 40 learning outcomes in the 2017-2018 academic year. These questions and learning outcomes were analyzed. At the end of analysis, the relationship between the learning outcomes and exam questions was determined. The inter-rater reliability computing has been made in the analysis of questions-learning outcomes. The reliability co-efficient was calculated 0.81 for learning outcomes and 0.77 for questions, indicating an acceptable reliability. According to the results of the analysis, it was determined that the most learning outcomes were in the conceptual knowledge dimension and the most questions were included in the factual knowledge dimension. In the cognitive processes dimension, it was determined that most learning outcomes are at the level of understanding, and the most questions are at the level of remembering. It is understood that 37% of the exam questions are at the level of learning outcomes. In addition, it was determined that there were no questions about some learning outcomes (24%).