An Evaluation of the Systems of Transition to Secondary Education in Turkey
Abstract views: 121
/ 
PDF downloads: 39
DOI:
https://doi.org/10.33200/ijcer.610172Keywords:
Transition to secondary education, Document analysis, Content analysis, EvaluationAbstract
This study aims to evaluate the systems of transition to secondary education that have been practiced in Turkey to place students to secondary education institutions and to put forth to what degree these systems conform with the goals in Ministry of National Education (MoNE) 2023 Vision Document. In the study, the lessons in the systems of transition to secondary education that have been in practice so far are assessed with regard to distribution of questions, weight coefficients, the factors used in exam practices and evaluations, the grade levels of exams and years. The study employs the method of document analysis, which is a qualitative method. The data obtained were analyzed through content analysis. It was found out that though there is not a difference in the total number of questions in the transition to secondary education examinations through the years, the number of lessons that the students are responsible for increased. The numbers of questions in the Math, Science and Turkish lessons have reduced in the recent years, but their weight coefficients are still higher. The students were subjected to relative evaluation system except for the examinations of Transition from Primary to Secondary Education (TEOG). All the examinations were carried out at eighth grade Except for Placement Test (SBS). MoNE have reduced the number of questions in Social Studies lesson as well as its weight coefficient in evaluation system. MoNE included English lesson in the last three central transition systems and Education of Religion and Ethics lesson in the last two central transition systems. The questions of these two lessons were based on interpretation. This shows that MoNE tends to develop higher order thinking skills rather than knowledge level in the transition examinations. In the Entrance to High Schools Examination, put into practice in 2018 by MoNE, the obligation to participation to central examinations was abolished. The results of the study reveal that MoNE tries to increase content validity through holding students responsible for more lessons in the systems of transition to secondary education.
References
Atila, M. E., & Özeken, Ö. F. (2015). Examination for transition from primary education to secondary education (TEOG): what do science teachers think about it?. Ondokuz Mayis University Journal of Faculty of Education, 34(1). 124-140.
Balcı, A. S. (2007). Effect of applying constructivism in science teaching. Unpublished Master's Thesis. Selçuk University, Graduate School of Natural and Applied Sciences, Konya.
Buldur, S., & Acar, M. (2019). Middle school teachers’ views about high-stakes tests. Kastamonu Education Journal, 27(1), 319-330.
Creswell, J. W. (2003). Research design: qualitative, quantitative and mixed methods approaches. California: Sage Publications.
Çepni, S., & Çil, E. (2009). Science and technology curriculum, elementary 1st and 2nd phase teacher handbook. Edition, 1. Ankara: PegemA Publishing.
Demir, S. B., & Yılmaz, A. T. (2019). Is this the best one? An evaluation of new policy of transition to secondary education in Turkey with regard to parents' views. Journal of Abant İzzet Baysal University Faculty of Education, 19(1), 164-183.
Emin, N. M. (2018). 2023 vizyon belgesi: ortaöğretim ve sınavlar [2023 vision document: secondary education and exams]. SETA Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı Yayınları, 219.
Eroğlu, M., & Özbek, R. (2017). Teacher view on the removal of the BESE exam: a social network analysis. II.Internatıonal Academıc Research Congress. 501-506. Antalya.
Ekinci, O., & Bal, A. P. (2019). Evaluation of high school entrance exam (LGS) 2018 in terms of mathematics learning field and revised Bloom taxonomy. Journal of Social Sciences of Mus Alparslan University, 7(3). 9-18.
Eş, H. (2005). The evaluation of science exam questions in basic education schools and in the high schools entrance examinations according to the Bloom's taxonomy. Unpublished Master's Thesis. Gazi University, Institute of Education Sciences, Ankara.
Görmez, M., & Coşkun, İ. (2015). 2023 vizyon belgesi: ortaöğretim ve sınavlar [Assessment of reform transition from primary to secondary education in the first year]. SETA Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı Yayınları, 114.
Güler, M., Arslan, Z., & Çelik, D. (2019). Mathematics teachers' views on the 2018 entrance exam for high schools. YYU Journal of Education Faculty, 16(1), 337-363.
Güler, Z. (2010). The relationship among elementary students’ test scores of level determination exam, course achievements, science processing skills and logical thinking skills. (Unpublished Master's Thesis), Abant İzzet Baysal University, Institute of Social Sciences, Bolu
Gür, B. S., Çelik, Z., & Coşkun, İ. (2013). Future of secondary education in Turkey: hierarchy, is equality? Retrieved from Ankara: http://file.setav.org/Files/Pdf/20130802120003_ortaogretim_analiz2.pdf
Güven, İ. (2018). Türk eğitim tarihi [Turkish education history]. Ankara: Pegem Publications.
Krefting, L. (1991). Rigor in qualitative research: the assessment of trustworthiness. The American Journal of Occupational Therapy, 45(3), 214-222.
Ministry of Development (2013). Onuncu kalkınma planı (2014-2018) [The tenth development plan (2014-2018)]. Retrieved from: http://www3.kalkinma.gov.tr/DocObjects/view/15089/Onuncu_Kalk%C4% B1nma_Plan%C4%B1.pdf
MoNE. (2002). Milli Eğitim Bakanlığı merkezi sistem sınav yönergesi (LGS) [Ministry of National Education central system examination directive (LGS)]. Tebliğler Dergisi, 65(2533), 34-46.
MoNE. (2005). Ortaöğretim kurumları öğrenci seçme ve yerleştirme sınavı (OKS) tercih ve yerleştirme kılavuzu [Secondary education institutions student selection and placement exam (OKS) preference and placement guide]. Retrieved from: https://www.memurlar.net/haber/53516/oks-tercih-kilavuzu.html
MoNE. (2007). Milli Eğitim Bakanlığı ortaöğretim kurumlarına geçiş yönergesi [Ministry of National Education directive on transition to secondary education institutions.]. Tebliğler Dergisi, 70 (2602), 39-44.
MoNE. (2009). SBS (Seviye Belirleme Sınavı) e-başvuru kılavuzu [SBS (Placement Test) e-application guide]. Retrieved from: https://www .memurlar.net/common/news/documents/133080/2009-sbs-kilavuz.pdf
MoNE. (2010). 6 ve 7' nci sınıflar için SBS kaldırıldı [SBS removed for grades 6 and 7]. Retrieved from: http://www.milliyet.com.tr/6-ve-7-nci-siniflar-icin-sbs-kaldirildi-gundem-1256283/
MoNE. (2013a). 2013-2014 eğitim–öğretim yılı ortaöğretime geçiş ortak sınavları e- kılavuzu [2013-2014 academic year, transition to secondary education common exams e-guide] Retrieved from: http://www.meb.gov.tr/sinavlar/dokumanlar/2013/kilavuz/2013_OGES_Klvz.pdf
MoNE. (2013b). Ortaöğretim kurumlarına geçiş sistemi seviye belirleme sınavı başvuru kılavuzu [Transition system for secondary education institutions placement test application guide]. Retrieved from: http://www.meb.gov.tr/sinavlar/dokumanlar/2013/kilavuz/2013_SBS_3.pdf
MoNE. (2013c). Temel eğitimden ortaöğretime geçiş [Transition from basic education to secondary education] Retrieved from http://oges.meb.gov.tr/docs2104/sunum. pdf
MoNE. (2014). Milli eğitim kalite çerçevesi [National education quality framework]. Retrieved from: https://sgb.meb.gov.tr/meb_iys_dosyalar /2017_07/17104027_Kalite_cercevesi.pdf
MoNE. (2016). TIMMS ulusal matematik ve fen bilimleri ön raporu 4. ve 8. sınıflar [TIMSS national mathematics and science preliminary report grades 4. and 8.]. Retrieved from: https://odsgm.meb.gov.tr/meb_iys_dosyalar/2017_06/23161945_timss_2015_on_raporu.pdf
MoNE. (2018a). Ortaöğretime geçiş tercih ve yerleştirme kılavuzu [Transition to secondary education preference and placement guide]. Retrieved from http://odsgm.meb.gov.tr /meb_iys_dosyalar/2018_06/29113510_2018_YILI_TERCYH_VE_YERLEYTYRME_KILAVUZU.pdf
MoNE. (2018b). Sınavla öğrenci alacak ortaöğretim kurumlarına ilişkin merkezi sınav başvuru ve uygulama kılavuzu [Central examination application and application guide for secondary education institutions that will take students by exam]. Retrieved from: https://www.meb.gov.tr/sina vlar/dokumanlar/2018/MERKEZI_SINAV_BASVURU_VE_UYGULAMA_KILAVUZU.pdf
MoNE. (2018c). Milli Eğitim Bakanlığı ortaöğretime geçiş yönergesi [Ministry of National Education directive on transition to secondary education]. Retrieved from https://www.meb.gov.tr /meb_iys_dosyalar/2018_03/26191912_yonerge.pdf.
MoNE. (2019a). Turkey’s educatıon vısıon 2023. Retrieved from http://2023vizyonu.meb.gov.tr/ doc/2023_VIZYON_ENG.pdf
MoNE. (2019b). National education statistics, formal education 2018/'19. Retrieved Form: https://sgb.meb.gov.tr/meb_iys_dosyalar/2019_09/30102730_meb_istatistikleri_orgun_egitim_2018_2019.pdf
Özdaş, F. (2019). The evaluation of the teacher and student views on the central placement examination system. Journal of Mukaddime, 10(2), 688-707.
Öztürk, F. Z., & Aksoy, H. (2014). The evaluation of the transition model from elementary to higher education in terms of 8th grade student views (Ordu Sample). Ondokuz Mayis University Journal of Faculty of Education, 33(2), 439-454.
Şad, S. N., & Şahiner, Y. K. (2016). Students’ teachers’ and parents’ views about transition from basic education to secondary education (BESE) system. Elementary Education Online, 15(1): 53-76.
Taş, U. E., Arıcı, Ö., Ozarkan, H. B. & Özgürlük, B. (2016). PISA 2015 ulusal raporu [PISA 2015 national report]. Ankara: MoNE
Taşkın, G. (2016). Views of science teachers and students concerning the system for the transition from elementary to secondary education. Unpublished Master's Thesis. Atatürk University, Institute of Education Sciences, Erzurum.
Taşkın, G., & Aksoy, G. (2018a). A scale on science teachers’ views concerning the transition from elementary to secondary education system. Journal of Educatıon, Theory and Practical Research, 4(1), 27-41.
Taşkın, G., & Aksoy, G. (2018b). Students’ and teachers’ expectations from the transition to secondary education system in the light of TEOG system views of them. International Journal of Active Learning (IJAL), 3(1), 19-43.
Yıldırım, A., & Şimşek, H. (2005). Qualitative research methods in social sciences. Ankara: Seçkin Publishing.
Zorlu, Y., & Zorlu, F. (2015). Views of teachers and levels of students on the learning environment in science and technology course. Route Educational and Social Science Journal, 2(1), 103-114
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 International Journal of Contemporary Educational Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
