The Relationship between the Students’ Achievement of Turkish Language Class and the Central Exam Score

Abstract

Different methods have been using during the adjustment from primary education to high school education. One of these methods is addition of specific ratio from the primary education process to the examination results. Addition of class success ratio to the exam results is criticized widely because of the possible subjective assessments in teacher's evaluation. In this study, relation between the primary education achievement and central exam achievements has been researched. The study is a descriptive survey. Turkish Language class achievements and Turkish Language Success Evaluation exam points which aim to evaluate Turkish Language basic efficiency are used. Evaluation exam is applied to 23.036 students from 4th, 5th, 6th, 7th and 8th degrees, all around Altındağ district in Ankara. As result of the analysis, there is a meaningful relation with a ratio of 58 percent between class achievements and exam results of the students. This relation shows a raising attitude from 4th grade to the 8th. Variance of class achievement on the exam points is 35 percent. However relation with the ratio of 58 percent looks high, it also seems questionable because the class achievements is used for starting high school education, to provide objectivism. Types of exams and differences among the types of questions in the exam which are applied as central exams can be considered as results of the low relation ratio. However, it can also be said that it is necessary to have some regulations in reflection of study results to exam points to gather objectivism.