Abstract
The purpose of this study is to identify different norm-referenced assessment systems used in Turkish higher education, and to compare them empirically. Norm-referenced assessment regulations of 70 universities in Turkey was primarily analyzed, and universities were divided into four different groups depending on their norm-referenced assessment systems (only applying T-score conversion, the most commonly used method; applying T-score conversion and quantiles together; applying T-score conversion, quantiles and standard deviation together; applying standard deviation based norm-referenced assessment system). After the algorithms of two universities applying T-score conversion and three universities applying other norm-referenced assessment system were selected, they were used to convert end-of-year grade for each course of 19,574 students in a state university into letter grades and 4-point system. To test the differences of the norm-referenced assessment systems used in these universities, the norm-referenced system of a university were compared with the criterion-referenced system of the same university as well as norm-referenced systems of other universities. The paired t-test was used to identify the difference between norm-referenced and criterion-referenced assessment, while the differences between norm-referenced assessment systems were analyzed through one-way analysis of variance. The findings revealed that the letter grades calculated through the norm-referenced assessment were statistically different than the ones calculated with criterion-referenced; besides, a statistically significant difference was identified between the letter grades obtained using the norm-referenced assessment systems of universities. At the end of the study, the findings were discussed in term of students and instructors.
Highlights
The raw success grades (RSG) of the students have been calculated as letter grades by adapting them depending on the above-mentioned assessment systems of Aksaray University, Akdeniz University, Karadeniz Technical University, Selçuk University, and İstanbul University
Norm-referenced and criterion-referenced assessment systems used by Aksaray University, Akdeniz University, Karadeniz Technical University, Selçuk University, and İstanbul University have been applied for these RSGs
The end-of-term raw achievement scores of 19,574 students who study at a state university during the fall term of 2014-2015 academic year have been converted into letter grades and 4-point grading systems through use of both norm-referenced and criterion-referenced assessment regulations of the universities
Summary
The aim of education and training is the disclosure of the cognitive, affective and psychomotor skills to the students in a planned and programmed way. The curriculum consisting of four basic components should be primarily determined. These components include (a) determining the behavioral objectives, (b) constructing the content in accordance with these objectives and the readiness of the students, (c) creating learning and teaching activities with the idea that each student learns differently; and (d) performing meaningful assessment and evaluation (Tan, 2015). The significance of measurement and assessment cannot be underestimated in terms of determining the extent to which the behavioral objectives within the program reflect the readiness of the students and identifying as to what extent learning and teaching activities are appropriate to the objectives and behaviors. Previous studies have revealed that a frame of reference will vary across teacher notions, student success distribution in the class, student ability and their achievement scores related to the program (learning difference at the beginning and end of the program) as well as the Received: 25.11.2018 Accepted: 28.01.2019
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