Central Exams Research Articles

AN INTEGRATED ANALYSIS OF HIGH SCHOOL ENTRANCE EXAMINATION MATHEMATICS QUESTIONS AND 8TH GRADE MATHEMATICS TEXTBOOK QUESTIONS

This study aims to examine the mathematics questions in the 8th-grade mathematics textbook and the mathematics questions in the central exam for secondary education institutions (2018-2022) in the context of the Revised Bloom's Taxonomy. In the study, the document analysis technique was employed. The study used as a document the 8th-grade mathematics textbook and the central examination in 2018-2022. Teacher opinions were also taken to support the documents. Descriptive analysis was used for the analysis of the qualitative data. The study findings revealed that 4% of the questions asked in the last five years' central exams for secondary education institutions (2018-2022) were at the level of understanding, 56% at the level of practice, 39% at the level analyzing, 39% at the level of analyzing, and 1% at the level of evaluating, with no questions at the level of remembering and creating. The unit evaluation questions in the 8th-grade mathematics textbook were at level of remembering, 41.66% at the level of understanding, 47.50% at the level practice, and no questions were asked at the level of analyzing, evaluating, and creating. The study determined that the problem was teachers not using the textbook as a result of exam-oriented education.At least 3 and at most 5 keywords reflecting the integrity of the work should be written by the author in the places specified in the template.

Anxiety, Stress, and Depression among Dental Students during Final Unified Central Exams in Iraq

Background Studying dentistry is known to be stressful for students, due to the highly demanding type of study. In the academic year 2021\2022, the Iraqi Ministry of Higher Education and Scientific Research launched a unified central exam (UCE) for dental and pharmaceutical students in all Iraqi universities. Objectives This study aimed to assess the level of anxiety, stress, and depression associated with this new exam system. Materials and Methods Depression, anxiety and Stress Scale-21 (DASS-21) was used in an Arabic version. This tool was uploaded online and sent to the dental students in Tikrit University immediately after the UCE and once again after an ordinary exam. Descriptive statistical analysis and ordinal regression were conducted. Results 258 students participated in this study. 64.4% were females. Extremely severe anxiety was reported higher with statistically significant results in UCE among year 2 and 5 dental students (p-value 0.007 and 0.024, respectively). Stress was statistically significant among final-year dental students in the UCE compared to the ordinary exam (p-value= 0.033). Around 41% of the dental students showed extremely severe depression regardless of the exam type they sat. Conclusion An increase in negative emotions was noticed among dental students. Anxiety and stress were noticed among those students more after sitting the UCE compared to the ordinary exam. However, depression was prevalent among dental students in general regardless of the type of exam. It is recommended to consider and support the mental health among dental students.

EXAMINATION OF THE REASONS THAT LEAD TEACHERS TO ABANDON THE CURRICULUM

Educators may occasionally neglect certain parts of the curriculum that they consider relatively unimportant. There are instances when inadequate time and pupils' readiness for central examinations are cited as justifications for these occurrences. The aim of this research was to examine the reasons that lead teachers who teach courses that are tested on the Upper- Secondary School Entrance Exam, which is the central exam for 8th graders, to ignore the curriculum according to the opinions of the teachers. The research was designed according to the case study, a type of qualitative research. The study group of the research consists of a total of 15 teachers, 6 of whom work in private schools and 9 of whom work in public schools, in the province of Hatay in the 2021-2022 academic year. A purposive criterion sampling method was used to select the teachers. Research data were collected through a semi-structured interview form and analyzed by content analysis method. It was found that most of the teachers interviewed ignored or abandoned the curriculum because of central exams or external pressures. It was stated that some reasons related to school administrators, parents and students forced teachers to make changes in course teaching methods and processes or forced them to abandon the curriculum. Keywords: Educational curriculum, commitment to the curriculum, curriculum abandonment, central exams, teacher examinations

An Analysis Of The 5th Grade Social Sciences Questions In The Non-Paid Boarding Scholarship Exam According To Value Classification

In this study, it was aimed to analyze the 5th grade social studies test items of the Ministry of National Education Non-Paid Boarding Scholarship Examination (PYBS) held between 2018-2023 according to the value classification by using the document analysis method. Within the scope of the research, 100 social studies test items asked at the 5th grade level in PYBS were analyzed by taking a 5-year section between 2018-2023. For the classification of the items, it was determined that the national and universal values within the purpose of the study were present in the test items. Accordingly, 33 of the 100 items included items with national and universal values (33%). Of these items, 22 were universal values (66%) and 11 were national values (33%). It was observed that national and universal values were not homogeneously distributed while preparing exam questions in central exams such as PYBS, whose results enable disadvantaged groups to receive a more equitable education, and that the items related to value education were homogeneously distributed in the test items according to the current social studies course curriculum. In the future PBYS exams, studies can be conducted to increase the items that include national values.

Stakeholder opinions about cancelling exams in Norwegian upper secondary school during the pandemic, and its consequences—an illuminative study

Most central examinations in upper secondary school were cancelled by the Norwegian Directorate for Education and Training (NDET) in 2020–22 due to COVID-19. Teacher assessment became the sole final assessment. An illuminative study was conducted to get perceptions of 12 informants representing policy makers, university leaders, teachers, principals, teacher unions, and a student union about central exam cancellation. This study finds that cancellation of central exams is perceived to have both positive and negative consequences on the educational system. The informants argue that students’ stress and anxiety levels concerning central exams were reduced, and students had more time to work with the curriculum. Credibility of students’ final assessment has been challenged and, moreover, sole teacher assessment has created a more favourable basis for admission to higher education due to an increase in average grade points in competition with non-COVID-19 cohorts. The lack of examiner training reduced teachers’ opportunities to strengthen their assessment literacy, since central exams seem to be a key to develop final assessment literacy.

Comparison of Physics Concepts in Primary School Science Books Prepared According to 2013 and 2018 Curriculum; Investigation of the Compatibility of the Data with the High School Entrance Exam Questions and the Curriculum of the Faculty of Education

Science and science education has been an important phenomenon in human history in every age. It is seen that every developed nation throughout history gave importance to science and its education. While these science curriculum changes are an inevitable necessity in the evolutionary process of education, frequent and superficial changes cause some problems. The aim of this study is to compare 5th, 6th, 7th, and 8th-grade science textbooks prepared according to 2013 and 2018 science education curriculums in terms of physics concepts and to investigate the compatibility of the change with today's conditions and central exams. It is to examine the compatibility of these changes with the science education curriculum, which came into force in 2018 and implemented in education faculties. It was determined that the number of physics concepts in 5th, 6th, and 7th-grade science books prepared according to the 2018 science curriculum decreased by 67.46%, 14.53%, and 6.14%, respectively. The number of physics concepts at the 8th-grade physics level has increased by 64.66%. These changes are compatible with the questions asked in high school transition exams. A serious incompatibility can be seen between the sciences teaching curriculum applied at the education faculties with the 2018 science curriculum.

The Future of Imam Hatip Schools as a Model for Islamic Education in Türkiye

After the establishment of the Republic of Türkiye in 1923, the madrasah system was abolished, and new schools, called Imam Hatip Schools (IHSs), were established to train “officials responsible for the performance of religious services” in 1924. These schools have slowly transformed from vocational schools into mainstream schools, partly because of the public’s demand for religious and academic education at state schools. In this qualitative research, through official documents and existing studies, we explore the IHSs’ historical foundations and their features. Then, we examine the recent initiatives, namely the “project school” and “program diversity”, launched by the conservative government to improve the quality of the IHSs and to make them competitive in today’s exam-oriented education system. The history of the IHSs shows that these schools have always been at the centre of politics of religion and have experienced periods of prosperity and decline depending on the ruling elites and governments. The IHSs have some crucial features which make them a unique model for Islamic education in the Turkish education system. The new initiatives seem to positively impact the IHSs, as they can now enrol students through central exams and aptitude tests. Yet, they also have ramifications, the most important being that these schools will move further away from their initial purpose, which was to train religious officials.

Spor Yöneticiliği Eğitimine Farklı Öğrenci Seçme Sistemleri ile Yerleştirilmiş Öğrencilerin Karşılaştırılması: Bir Karma Yöntemler Çalışması

Bu araştırmada, özel yetenek sınavı sistemi ve merkezi yerleştirme sınavı sistemleri ile yerleştirilmiş spor yöneticiliği öğrencilerinin, spor yöneticiliği mesleğinin gereklilikleri çerçevesinde karşılaştırılması amaçlanmaktadır. Karma yöntem araştırma desenlerinden eş zamanlı karma yöntemler araştırması deseninin tercih edildiği araştırmada, nicel veriler araştırmacılar tarafından geliştirilen anket formu araçlığı ile nitel veriler ise yine araştırmacılar tarafından geliştirilen yarı yapılandırılmış metafor formu kullanılarak toplanmıştır. Araştırma katılımcılarının belirlenmesinde amaçlı örneklem yönteminden tipik örnekleme yöntemleri kullanılmıştır. Bu çerçevede özel yetenek sınavıyla alım yapan Ankara Üniversitesi ile merkezi yerleştirme sistemi ile alım yapan Gazi Üniversitesi spor yöneticiliği bölümü öğrencileri çalışmaya dahil edilmiştir. Bu çerçevede çalışmaya 121 spor yöneticiliği bölümü öğrencisi katılım göstermiş, ancak 121 form arasından geçerli durumda olan 109 veri formu analizlere dahil edilmiştir. Nitel veriler içerik analizi yöntemi ile nicel veriler ise betimsel istatistiki yöntemler ile analiz edilmiştir. Araştırma bulgularına göre, spor yöneticiliği bölümlerine merkezi yerleştirme sistemi ile giren öğrencilerin özel yetenek sınavı ile giren öğrencilere göre sportif geçmiş, sportif bilgi, sportif donanım ve spora olan ilgi açısından geride oldukları, derse devam ve genel not ortalaması açısından ise daha önde olmaları beklenirken, aynı seviyede oldukları ve sporun fiziksel ve sağlık faydalarını daha az, çok yönlü faydalarını ise daha fazla algılayabildikleri görülmektedir. Sonuç olarak, spor yöneticiliği bölümlerine yalnızca bilişsel değerlendirmeler yapan merkezi sınavlar aracılığı ile öğrenci alınmasının doğru olmadığı söylenebilir.

Uzaktan Eğitim ile Merkezi Sınava Hazırlamak ve Hazırlanmak

The aim of this research is to reveal the advantages and disadvantages of being prepared and preparing the students for central exams with distance education according to the perceptions of teachers and students. The research was carried out in the phenomenology (phenomenology) pattern, one of the qualitative research designs. The study groups of the research consisted of 15 teachers working in different types of high schools in the central districts of Kahramanmaraş province in the 2020-2021 academic year and preparing students for the Higher Education Institutions Examinations with distance education and 91 students preparing for the same exam. In the study, semi-structured interview form and open-ended questionnaire form developed by the researchers were used to collect data. Data collection was carried out in 9 different high schools in four months. Content analysis was used to analyze the obtained data. In the research, it has been concluded that preparing students for central exams with distance education provides advantages to the teacher in many respects; eliminating waste of time, providing material diversity, providing equality of opportunity and opportunity, and facilitating the solution of questions. In addition, it has been concluded that preparing students for central exams with distance education offers advantages in terms of leaving more time to prepare for the exam, not interrupting the study, being suitable for individual differences, less stress, being suitable for self-directed learning, providing a comfortable working environment and providing a richness of content. According to the results of the research, it can be ensured that the digital content that students and teachers can use in distance education can be enriched and students can benefit from guidance services more effectively.

Central exams and adult skills: Evidence from PIAAC

Central exams and adult skills: Evidence from PIAAC

Arapça Yabancı Dil Testinde (YDT) Eşdizim: Tespit ve öneriler

İki ya da daha fazla sözcüğün belirli sınırlılık ve düzen içerisinde sürekli birlikte kullanılmaları biçiminde tanımlanan eşdizimlilik dilde çok kullanılan ve önemli bir yere sahip olan yapılarıdır. Bu tür ifadelerin öğrenimi ve öğretimi dilin en ince ayrıntısına kadar öğrenilebilmesine katkı sağlayacaktır. Bu nedenle de çeviri ve metinlerin anlaşılması başta olmak üzere ifadelerin doğru bir şekilde anlaşılmasında bu yapıların bilinmesi gerekmektedir. Dil öğretiminin ayrılmaz bir parçası olan bu yapılar öğretimin bütün aşamalarında yer aldığı gibi ölçme ve değerlendirmede ölçülecek kazanımlar arasında da bulunmaktadır. Ülkemizde Öğrenci Seçme ve Yerleştirme Merkezi (ÖSYM) tarafından Arapça yeterliliği ölçen merkezi sınavlar yapılmaktadır. Yükseköğretim Kurumları Sınavı Arapça Yabancı Dil Testi (YDT) kurumun Arapça dil yeterliliğini ölçmek amacı ile yaptığı sınavlarından biridir. Arapça öğretimi yapan yükseköğretim kurumlarına yerleştirme için yapılan bu sınavda da eşdizim yapılarının kazanımının ölçülmesini sağlayacak sorulara yer vermiştir. Bu soruların bir kısmında yapılar doğrudan sorulduğu gibi farklı soru tiplerinin anlaşılması bağlamındaki ifadelerde yine bu yapılara yer verilmiştir. Çalışmada eşdizimsel yapıların ölçme ve değerlendirme süreçlerindeki önemi, merkezi bir sınav olan Arapça Yabancı Dil Testi ile sınırlandırılarak betimsel içerik analizi ile ortaya konulmaya çalışılmıştır. 2018-2021 yılları arasındaki Arapça Yabancı Dil Testi (YDT) sınav soruları ve yayımlanan 2018 örnek test soruları olmak üzere 5 sınav incelenmiştir. Çalışmada sınavlardaki sorularda yer alan eşdizimsel ifadeler gruplanarak verilirken yapıların hangi şekil ve sıklıkla sorulduğunu tespit edebilmek için 2021 Arapça Dil Testinin ayrıntılı soru analizine yer verilmiştir.

Use of ICT and Multimedia in The Central Exams: Experiences in the Netherlands:

There is much that can be said about the competences of teachers and students needed to learn ICT and Multimedia in the Physics curriculum. The same applies to the teaching and assessment of those competences. Essentially, we are concerned with the goals of the education and the goals of the assessment. If we are concerned with the process of learning, formative assessment is appropriate, but if we want to know what has been learnt, summative assessment, using assignments with scoring instructions is better. In the Netherlands we have a context-based exam curriculum in which specific contexts have been prescribed since the 80s. So, schoolbooks, and as a result of that, most of the Physics lessons are context-based as well. Because of the principle “test what you teach”, all exam questions are context-based too. With the help of ICT (data acquisition, video-analysis modelling, data-analysis or a simulation program) a lot of problems on several subjects are becoming more clear. Teachers and students can use software like COACH for doing measurements on film fragments and modelling the results. In the COMPEX project in the Netherlands, working over 3 levels corresponding to lower vocational, higher vocational and pre-university education, we used Applets, Excel, Data processing, video measurements and modeling in the tests. Because the students used the same software in their lessons, they had the skills to use the software. The questions and answers were on paper. The purpose of the project was to assess the skills competences they learned in the physics lessons.

A student-based central exam scheduling model using A* algorithm

AbstractIn this study, a student-based placement model using the A* algorithm is proposed and applied to solve the problem of placing the courses in exam sessions. The application area of the model is midterm and final exams, conducted by the Open Education Faculty. The reason for choosing open education exams for the practice is that the exams are applied across the country and more than 100,000 students participate. The main problem is to obtain a suitable distribution that can satisfy many constraints simultaneously. In the current system, the lessons in the sessions were placed once using the curriculum knowledge. This placement plan is applied in all exams. When the placement is done according to the curriculum information, the courses in the sessions cannot be placed effectively and efficiently due to a large number of common courses and the large number of students taking the exam. This makes the booklets more expensive and the organization more prone to errors. Both the opening of new programs and the increase in the number of students regularly lead to the necessity of placing the classes in sessions dynamically each semester. In addition, to prevent conflicts with the calendars of other central exams, it is necessary to conduct all exams in three sessions. A better solution was obtained by using a different model than the currently used model in the study. With this solution, distribution of the courses of successful students with few courses to all sessions is provided, and difficult courses of unsuccessful students who have a large number of courses were gathered in the same session. This study can support future studies on two issues: the first issue is the approach of using the course that will be taken by most students instead of the courses taught in most departments in the selection of the course to be placed in the booklet. The second issue is to try to find the most suitable solution by performing performance tests on many algorithms whose performance has been determined by many academic studies.

Predictors of Academic Achievement at Different Levels of Socioeconomic Status

Success is a concept that is desired by everyone. In the Turkish education system, Anatolian high schools are considered one of the most prestigious schools which accept students via national central exams. The purpose of this study is to reveal indicators explaining the placement into Anatolian high schools, which is an important sign of success, in socioeconomically different regions. Logistic regression analyses were used as a prediction design. Data was collected from the 1049 10th grade high school students in Istanbul. According to findings, the indicators affecting the probability of studying in Anatolian high school differ between the low life quality indexed region (LLQR) and the high life quality indexed region (HLQR). In LLQR GPA, gender, number of people in the household, and mother’s monetary contribution were found as significant indicators. In HLQR GPA, father’s income and mother’s education level were found as significant indicators. These results are discussed using the main theories of educational sociology.

Negative Effects of Private Tutoring on Stakeholders from Teachers' Perspective

Private lessons, also known as shadow education, are an auxiliary element of the education system both in the world and in our country. The fact that mathematics course requires using many high-level cognitive skills at the same time and the current state of mathematics achievement in central exams are among the reasons why the demand for private lessons for mathematics is higher than for other courses. Conducted studies generally focus on the reasons why students take private lessons. The purpose of this research is to determine the negative effects of the private lesson process on teachers, students, and parents from the perspective of teachers who give private lessons. In the study, descriptive research model was used because of revealing an existing situation. The study group consists of 108 mathematics teachers, who were determined by using the convenient sampling method and had private tutoring experience. The data collection process was carried out with 3 open-ended questions developed by the researchers asking the opinions of the teachers about the negative effects of private lessons on teachers, students and parents. The data of the research were collected online using "Google Form" in the fall semester of the 2020-2021 academic year. The obtained data were analyzed by content analysis method. According to the data obtained, the teachers stated that private lessons can reduce the self-esteem, motivation and interest of the teacher. It has been determined that the private lesson process can cause negativities such as the teacher's being away from formal education, experiencing various health problems, and feeling stress and anxiety. It was determined that the students who took private lessons could not find enough time for their social environment, their stress/anxiety levels increased, and they could distance themselves from formal education and alienate themselves from private lessons. The most common negative effect of private tutoring on parents is temporal and financial difficulties. In addition, private lessons can cause anxiety and stress on the parents. These results were compared with the results of similar studies in the literature and the study was completed by making various suggestions.

MEB Örgün Eğitimi Destekleme Ve Yetiştirme Kurslarının Matematik Öğretmenleri ve Öğrencileri Tarafından Değerlendirilmesi

Bu çalışmada Milli Eğitim Bakanlığı bünyesinde açılan örgün eğitimi destekleme ve yetiştirme kurslarının matematik dersi bağlamında öğretmen ve öğrenci görüşleri ve beklentileri incelenmiştir. Araştırmada karma yöntem yakınsayan desen uygulanmıştır. Araştırmaya Doğu Karadeniz Bölğesinde Milli Eğitim Bakanlığı örgün eğitimi destekleme ve yetiştirme kurslarında görev alan 15 matematik öğretmeni ve bu kurslara devam eden 376 ortaöğretim öğrencisi dahil edilmiştir. Araştırmada öğretmenlerin görüşlerini belirlemek için yarı yapılandırılmış görüşme formu ile yüz yüze görüşmeler yapılarak bu görüşmeler kayıt altına alınmıştır ve öğrenciler için öğrenci görüşme formu uygulanmıştır. Veriler betimsel analiz yöntemi ile analiz edilmiştir. Bu kurslara katılan öğretmenlerin görüşlerine göre devamsızlık, kursların ücretsiz olması devamsızlığa neden olduğunu, 12. Sınıflar için ATY ve TYT sınavlarına hazılık, arasınıflar için dersteki eksiklikleri tamamlama ve öğrencinin matematiğe karışı motivasyonunu artırma, kurslardan verim alınabilmesi için kurslara belirli düzenlemelerin gelmesini ifade etmektedirler. Destekleme ve yetiştirme kurslarının okuldaki derslere destek anlamında yeterli olduğu fakat merkezi sınavlara hazırlanması konusunda yeteri kadar desteklemediği katılımcılar tarafından belirtilmiştir. Destekleme ve yetiştirme kursların MEB tarafından sunulan kaynakların katılımcılar tarafından yetersiz olduğu ifade edilmiştir. Katılımcı öğrenciler kurs saatlerinin az olduğunu, derslerin hızlı işlendiği, sınıfların kalabalık olduğu, kurslarda seviye gruplarının oluşturulması, sadece soru çözümünün değilde eksik konuların saptanıp o konuların tekrar anlatılmasını, 11.sınıf öğrencileri kursların derse takviye amaçlı değil ATY-TYT sınava yönelik de olmasıgerektiğinin ifade etmektediler. Destekleme ve yetiştirme kurslarının okuldaki derslere destek anlamında yeterli olduğu fakat merkezi sınavlara hazırlanması konusunda yeteri kadar desteklemediği katılımcılar tarafından belirtilmiştir. Destekleme ve yetiştirme kursların MEB tarafından sunulan kaynakların katılımcılar tarafından yetersiz olduğu ifade edilmiştir.

EXAMINATION OF SYSTEM OF TRANSITION TO UPPER-SECONDARY SCHOOLS FROM LOWER-SECONDARY SCHOOLS IN TERMS OF STUDENT, CLASS, AND SCHOOL LEVEL VARIABLES

Central exams which are reflection of structure of education systems determine many schooling processes. Especially, scores coming from these exams are indicators for student performance. Transition to upper-secondary school from lower-secondary school is based on “System of Transition to Upper-Secondary Schools” (LGS). The current study aimed to examine the relationship between scores on System of Transition to High Schools (LGS) and student, classroom, and school level variables. The design of the study is a correlational research. The random sample consisted of 731 students from 47 classrooms in the 15 lower-secondary schools. Secondary data coming from educational institutions via school information form were analyzed by Hierarchical Linear Modelling (HLM). School success score as a student-level variable, experience of a class teacher as a classroom-level variable, and a number of exam branch teachers, and a number of teachers assigned in support and training courses as school-level variables predicted significantly students’ performance in LGS. Considering the results of the current study, activities for professional development of teachers is recommended urgently to increase performance of the students. Keywords: educational policy, HLM, student performance, teacher experience, transition to upper-secondary school

Central Exams and Adult Skills: Evidence from PIAAC

Central Exams and Adult Skills: Evidence from PIAAC

Central Exams and Adult Skills: Evidence from PIAAC

Central Exams and Adult Skills: Evidence from PIAAC

VIEWS OF TEACHERS AND 7TH GRADERS ON AN ENRICHED LEARNING ENVIRONMENT DESIGNED FOR IMPROVING MATHEMATICAL REASONING

The purpose of the present study is to reveal the views of middle school mathematics teachers and students regarding a learning environment designed around different methods for improving Mathematical Reasoning (MR). The study was conducted with 27 seventh grade students studying at a randomly selected state school in a city center in Turkey, the teacher who instructs these students’ mathematics courses, and another mathematics teacher employed at the school. For eight weeks (32 class hours in total), the students were instructed on the subjects of fractions and integers through educational games, concrete materials, cartoons, computer-assisted applications, association with daily life, and collaborative group argumentation. Data for the study were collected through interviews conducted with participants, observations of the teachers, and diaries kept by the students throughout the implementation process. The data were analyzed using a content analysis technique. Evidence was found that this environment improved the MR of students, provided effective and permanent learning, and increased attendance at lessons, but the teachers and the students also agreed that it had different effects in terms of classroom management such as noise, control over the classroom, lack of exam marks, not taking notes, time problems, and effects on students’ success in their central exams. It is also possible to say that, with the help of open-ended high-level problems, students tried to provide solutions instead of focusing on choices for answers, and thus they used more MR skill. Article visualizations: