Teaching or Testing, Which Matters More? The Transition among Education Levels in Turkey

Autor/in	Aksoy, Erdem
Titel	Teaching or Testing, Which Matters More? The Transition among Education Levels in Turkey
Quelle	In: International Journal of Contemporary Educational Research, 10 (2023) 2, S.470-483 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aksoy, Erdem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Educational Policy; High Stakes Tests; Alignment (Education); Student Promotion; Secondary School Students; Test Items; Curriculum; Instruction; Testing; Admission Criteria; Success; Failure; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Support of studies; Studienförderung; Sekundarschüler; Test content; Testaufgabe; Curricula; Lehrplan; Rahmenplan; Teaching process; Unterrichtsprozess; Testdurchführung; Testen; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Erfolg
Abstract	This study analyzes the alignment between the educational policy of Turkey and high-stakes tests administered for students transitioning from secondary to high school. Research questions focus on the opinions of secondary school teachers about the alignment between transit exam questions and curricula, course books and materials, and their views on high-stakes testing. The research used a survey study model utilizing the triangulation design. A total of 109 teachers from six different majors working in Ankara participated in the study. An online survey consisting of eight questions was used to get teachers' opinions. The research question was analyzed using quantitative (percentages) and qualitative (content analysis) methods. Results showed that education serves dominantly for tests emphasizing a testing-oriented education system in the current Turkish learning and teaching process, which contrasts with education policy documents targeting 2023. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01