Turkish Teachers’ Assessment Situations: A Study on Exam Papers

Ahmet Akçay, Muhammed Tunagür, Ahmet Karabulut

Abstract


This study aims to examine Turkish exam papers of the students, who study in the secondary school of 5th, 6th, 7th and 8th classes. The exam papers have been examined from various aspects, including the number and type of questions, the language expression and distribution of the questions, the cognitive level (according to the Bloom’s taxonomy), the type of texts used, and the visuals use. The samples of the study were selected using convenience sampling method from 17 secondary schools located in the center of Ağrı Province in Turkey and the exam papers prepared by 36 Turkish teachers who worked at these schools. The tests which were examined included 2633 questions in 161 exam papers. We also developed “the Exam Paper Examination Form” for collecting more data which we analyzed and interpreted by using the document analysis model. According to the results obtained, it has been found that the teachers mostly prefer to use the multiple-choice question type in the Turkish exam papers; the questions are mostly related to grammar and reading; the teachers do not prefer to ask questions on speaking and listening; and except for spelling errors no deficiency is detected in the language of the exam papers. In addition, according to Bloom’s taxonomy, the questions are mostly at the comprehension level whereas questions related to the analyzing, evaluating and creating levels that require high level thinking skills are rarely used. Based on the results, suggestions have been presented for Turkish teachers to prepare exams.

Keywords


Assessment, Exam Papers, Turkish Language, Turkish Teachers

Full Text:

PDF

References


Akyol, H. (1997). Okuma metinlerindeki soruların sınıflandırılması. Education and Science, 21(105), 10-17.

Arı, A. (2011). Finding acceptance of bloom’s revised cognitive taxonomy on the ınternational stage and in Turkey. Educational Sciences: Theory&Practice, 11(2), 749-772.

Atılgan, H. (2009). True-false tests. H. Atılgan (Ed.). Measurement and Evaluation in Education (4th ed.). Ankara: Anı Publishing.

Aydın, M. (2019). Investigation of secondary school Turkish lesson exam questions. (Unpublished master thesis). Pamukkale University, Denizli.

Balcı, E. & Tekkaya, E. (2000). Ölçme ve değerlendirme tekniklerine yönelik bir ölçeğin geliştirmesi. Hacettepe University Journal of Education, 18, 42-50.

Baltacı, A. (2017). Miles-Huberman model in qualitative data analysis. Ahi Evran University Institute of Social Sciences Journal, 3(1), 1-15.

Bekaroğlu, A. (2007). Investigation and evaluation of the written exam questions of 6th grade primary school, Turkish lesson according to the question levels (Kastamonu model). (Unpublished master thesis). Abant İzzet Baysal University, Bolu.

Belet, Ş. D. & Girmen P. (2007). The effectiveness of performance homework used in Turkish lesson. 16th National Education Science Congress, 5- 7 September, Tokat.

Bloom, B.S. (1956). Taxonomy of educational objectives, handbook ı: the cognitive domain. New York: David McKay.

Buyruk, H. (2014). Standardized examinations as a teacher performance indicator and performance evaluation in education. Trakya University Journal of Education, 4(2), 28-42.

Büyükalan Filiz, S. & Delal Turan, S. (2018). An investigation of written examinations in main courses of 4th grade in regards to bloom taxonomy. Asya Studies-Academic Social Studies, 5, 11-20.

Çalışkan, H. (2011). An evaluation of the teacher-made social studies course exam questions. Education and Science, 36(160), 120-132.

Çetin, B. (2014). Measuring cognitive domain behavior. M. Gömleksiz ve S. Erkan (Ed). Measurement and Evaluation in Education (3rd ed.). Ankara: Nobel Publishing.

Çintaş-Yıldız, D. (2015). The analysis of Turkish course exam questions according to re-constructed Bloom’s taxonomy. Gaziantep University Journal of Social Sciences, 14(2), 479-497.

Deniz, K. & Keray Dinçel, B. (2015). Examination of assessment and evaluation researches aimed at comprehension skills. Mustafa Kemal University Journal of Graduate School of Social Sciences, 12(29) 16-46.

Doğan, N. (2009). Written examinations. H. Atılgan (Ed.). Measurement and Evaluation in Education (4th ed.). Ankara: Anı Publishing.

Eyüp, B. (2012). Evaluation of the questions prepared by Turkish language teacher candidates according to the revised bloom’s taxonomy. Kastamonu Education Journal, 20(3), 965-982.

Göçer, A. (2016). Investigation of written exam questions of Turkish teachers who upper graduate education. Uşak University Journal of Social Sciences, 9(3), 23-37.

Göçer, A. (2018). Measurement and evaluation in Turkish education (2nd ed.). Ankara: Pegem Akademi Publishing.

Göçer, A. (2019). Use of feedback an important application technique that contributes to the functionality of measurement and evaluation in Turkish education. Kırıkkale University Journal of Social Sciences, 9(1), 111-124.

Güfta, H. & Zorbaz, K. Z. (2008). A review regarding levels of written examination questions for Turkish courses of the secondary school. Çukurova University Journal of Social Sciences Institute, 17(2), 205-218.

Güneş, F. (2007). Turkish teaching and mental configuration. Ankara: Nobel Publishing.

Güneş, F. (2016). Turkish teaching-approaches and models (4th). Ankara: Pegem Akademi Publishing.

Gültekin, M. (2008). Measurement and evaluation in Turkish education. H. Plancı (Ed.). Turkish Teaching. Eskişehir: Anadolu University Open Education Faculty Publications.

Hamzadayı, E. & Dölek, O. (2017). The approaches of Turkish teachers in evaluating speaking skills. Journal of Language Education and Research, 3(3), 135-151.

Johnsom, D. W. & Johnson R. T. (2002). Meaningul assessment: A manegeable and cooperative process. Boston: AllynBacon

Karadüz, A. (2009). Criticism of Turkish teachers’ measurement and evaluation practices in the context of “constructivist learning” concept. Journal of Uludag University Faculty of Education, 22(1), 189 – 210.

Karasar, N. (2002). Scientific research methods. Ankara: Nobel Publishing.

Karatay, H. & Dilekçi, A. (2019). Competencies of Turkish teachers in measuring and evaluating language skills. National Education, 48(1), 685-716.

Kavruk, H. & Çeçen, M. A. (2013). Evaluation of Turkish language class exam questions in point of cognitive field levels. Journal of Mother Tongue Education, 1(4), 1-9.

MEB (2018). Turkish Course Curriculum. Ankara: Publications of Ministry of National Education.

Merriam, S. (1998). Qualitative research and case study applications in education. Revised and expanded from case study research in education. USA: JB Printing.

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). CA: SAGE Publications.

Nitko, A. J. (2004). Educational assessment of students.

NJ: Pearson Prentice Hall.

Öz, F. (2011). Turkish teaching (4th ed.). Ankara: Anı Publishing.

Özbay, M. (2002). Contribution of understanding questions in primary school schools Turkish textbooks to students’ thinking skills. Turkish Language, 609, 536-546.

PISA. (2015). PISA 2015 National Report. Ministry of National Education.

Şen, S. & Beyaztaş, D. İ. (2008). Evaluation of fifth grade teachers’ Turkish lesson exam questions according to Bloom taxonomy. Erzincan University Journal of Social Sciences Institute, 1(1), 67-83

Üstüner, A. & Şengül, M. (2004). Negative effect of multiple choicetest technic on Turkish teaching. Fırat University Journal of Social Science, 14(2), 197-208.

Tekin, H. (2000). Measurement and evaluation in education. İstanbul: Yargı Publishing.

Yıldırım, A. & Şimşek, H. (2006). Qualitative research methods for the social sciences. Ankara: Seçkin.

Yıldırım, D. (2018). Measurement and evaluation practices in Turkish language arts instruction at the fourth-grade level in primary schools. (Unpublished master thesis). Eskişehir Osmangazi University, Eskişehir.




DOI: https://doi.org/10.7575/aiac.ijels.v.8n.2p.36

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2024 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.