Teacher Opinions on the Common Exam Practices: Preliminary Experiences

Elif Alkar; Yusuf Avcı

Makale detayları

Teacher Opinions on the Common Exam Practices: Preliminary Experiences

Yazarlar:

Elif Alkar | Yusuf Avcı

Yayıncı:

Manisa Celal Bayar University

Ana Başlıklar:

Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Dergi:

Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi Vol.13 Issue 1, pp.67-86

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001352199

pISSN:

1309-8918

Anahtar kelimeler:

Özet:

 In this study, the opinions and experiences of secondary school teachers regarding the common exams conducted throughout the academic year were examined using a qualitative research design. The study adopted a phenomenological approach, and the participant group consisted of Turkish and Mathematics teachers working in urban, district, and rural schools in Van. A structured interview form was used as the data collection tool. The data were analyzed using descriptive and content analysis techniques, and visualizations were created through the MAXQDA 2020 program. The study findings show that teachers interpret the new common exams in terms of professional responsibilities and practical implementation, as well as from the perspectives of students attitudes and the quality of exam questions. Teachers generally regard the exams as practical, objective, and suitable for mid-term common assessments, and they emphasize the portability of the system. However, the exams were also criticized due to inequalities in opportunity created by factors such as regional differences and staffing changes, which influence the overall evaluation process. Considering the pressure and anxiety caused by common exams on teachers, students, parents, and the overall school climate, it is recommended that greater emphasis be placed on process-oriented measurement and evaluation practices.

 In this study, the opinions and experiences of secondary school teachers regarding the common exams conducted throughout the academic year were examined using a qualitative research design. The study adopted a phenomenological approach, and the participant group consisted of Turkish and Mathematics teachers working in urban, district, and rural schools in Van. A structured interview form was used as the data collection tool. The data were analyzed using descriptive and content analysis techniques, and visualizations were created through the MAXQDA 2020 program. The study findings show that teachers interpret the new common exams in terms of professional responsibilities and practical implementation, as well as from the perspectives of students attitudes and the quality of exam questions. Teachers generally regard the exams as practical, objective, and suitable for mid-term common assessments, and they emphasize the portability of the system. However, the exams were also criticized due to inequalities in opportunity created by factors such as regional differences and staffing changes, which influence the overall evaluation process. Considering the pressure and anxiety caused by common exams on teachers, students, parents, and the overall school climate, it is recommended that greater emphasis be placed on process-oriented measurement and evaluation practices.

 In this study, the opinions and experiences of secondary school teachers regarding the common exams conducted throughout the academic year were examined using a qualitative research design. The study adopted a phenomenological approach, and the participant group consisted of Turkish and Mathematics teachers working in urban, district, and rural schools in Van. A structured interview form was used as the data collection tool. The data were analyzed using descriptive and content analysis techniques, and visualizations were created through the MAXQDA 2020 program. The study findings show that teachers interpret the new common exams in terms of professional responsibilities and practical implementation, as well as from the perspectives of students attitudes and the quality of exam questions. Teachers generally regard the exams as practical, objective, and suitable for mid-term common assessments, and they emphasize the portability of the system. However, the exams were also criticized due to inequalities in opportunity created by factors such as regional differences and staffing changes, which influence the overall evaluation process. Considering the pressure and anxiety caused by common exams on teachers, students, parents, and the overall school climate, it is recommended that greater emphasis be placed on process-oriented measurement and evaluation practices.

 Mevcut araştırmada ortaokul öğretmenlerinin dönem içinde gerçekleşen ortak sınav uygulamalarına ilişkin görüş ve deneyimleri niteliksel yöntemlerle belirlenmiştir. Fenomenoloji deseninin uygulandığı çalışmada katılımcı grubu, Van il merkezi, ilçe ve köylerde görev yapan Türkçe ve Matematik öğretmenleridir. Araştırmada veri toplama aracı olarak yapılandırılmış görüşme formu kullanılmıştır. Veriler, betimsel ve içerik analizi tekniği ile kodlanmış ve MAXQDA 2020 programı üzerinden görselleştirilmiştir. Araştırma bulguları; öğretmenlerin yeni ortak sınav uygulamalarını, mesleki iş ve işleyiş, sınıf içi uygulamalar, öğrenci görüşleri ve sınav sorularının niteliği temaları altında yorumladığı şeklindedir. Öğretmenler, dönem içi merkezi ortak sınavları, kazanımlara uygun, uygulama yönüyle pratik ve objektif bulmuşlardır. Diğer taraftan değerlendirmeden doğan iş yükünün artması ve bölgeler arasındaki farklılıkların eğitim sürecinde fırsat eşitsizliği yaratması yönüyle de sınavlar eleştirilmiştir. Merkezi ortak sınavların öğretmen, öğrenci, veli ve okul iklimi üzerinde oluşturduğu baskı ve kaygı durumu göz önüne alındığında bu tür sınav uygulamaların temel değerlendirme ölçütü olarak kabul edilmemesi adına süreç odaklı ölçme-değerlendirme uygulamalarına yönelik çalışmaların daha fazla desteklenmesi önerilmektedir.

Makale detayları

Teacher Opinions on the Common Exam Practices: Preliminary Experiences

Yazarlar:

Elif Alkar | Yusuf Avcı

Yayıncı:

Manisa Celal Bayar University

Ana Başlıklar:

Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Dergi:

Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi Vol.13 Issue 1, pp.67-86

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001352199

pISSN:

1309-8918

Common examination

Turkish and mathematics teachers

Measurement and evaluationOrtak sınav

Türkçe ve matematik öğretmenleri

Ölçme ve değerlerndirme

Sayı

Makale detayları

Teacher Opinions on the Common Exam Practices: Preliminary Experiences

Yazarlar: Elif Alkar | Yusuf Avcı

Yayıncı: Manisa Celal Bayar University

Ana Başlıklar: Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Dergi: Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi Vol.13 Issue 1, pp.67-86

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001352199

pISSN: 1309-8918

Common examination

Turkish and mathematics teachers

Measurement and evaluationOrtak sınav

Türkçe ve matematik öğretmenleri

Ölçme ve değerlerndirme

Sayı

Yazarlar:

Elif Alkar | Yusuf Avcı

Yayıncı:

Manisa Celal Bayar University

Ana Başlıklar:

Uygulamalı ve Gelişimsel Psikoloji (Diğer)

Dergi:

Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi Vol.13 Issue 1, pp.67-86

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001352199

pISSN:

1309-8918