Stakeholder Views on the Consequential and Criterion Validity of Central Examination Scores Used in Placement to Secondary Education Institutions

Year 2025, Volume: 14 Issue: 4, 1193 - 1213, 30.10.2025

Mustafa Köroğlu , Nuri Doğan

https://doi.org/10.14686/buefad.1735175

Abstract

This study aims to examine the views of stakeholders (students, teachers, parents) on the consequential and criterion validity of the central examination (OKMS) scores used for placement in secondary education institutions. The study aimed to determine how consistent the exam is with the intended goals and other social values and to gather information on the adverse effects of measurement results. Semi-structured interviews were conducted with 12 students, 12 teachers and 12 parents who participated in the 2019 OKMS. The data obtained were analysed by qualitative content analysis method. The findings show that stakeholders have both positive and negative significant views on the examination system. In particular, positive aspects such as the voluntary nature of the exam and the fact that it is held in their own school reduce stress are emphasised, while negative effects such as the perception of a future based on a single-day exam, the difficulty of numerical questions, and the constant/sudden change of the system come to the fore. This study provides important qualitative evidence to understand the profound effects of high-stakes testing systems on stakeholders and to develop more sustainable education policies.

Keywords

high-risk tests , consequential validity , criterion validity

References

• Acar, M., & Buldur, S. (2021). Central exams from the perspective of science teachers: positive and negative effects. Anadolu Journal of Educational Sciences International, 11(1), 390-414. https://doi.org/10.18039/ajesi.758369
• AERA, APA & NCME [American Educational Research Association, American Psychological Association, and National Council on Measurement in Education] (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
• AERA, APA & NCME [American Educational Research Association, American Psychological Association, and National Council on Measurement in Education] (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
• Afflerbach, P. (2005). High stakes testing and reading assessment. National reading conference policy brief. Journal of Literacy Research, 37(2), 151-162.
• Akman, O. (2017). Opinions of 9th grade students about transition exams from basic education to secondary education (Unpublished master's thesis). Bartın University Institute of Educational Sciences, Bartın.
• Argon, T., & Soysal, A. (2012). Teachers' and students' views on the placement test. International Journal of Human Sciences, 9(2), 446-474.
• Atılgan, H. (2018). Transition between levels in Turkey: past-present and a model proposal. Journal of Ege Education, 19(1), 1-18. https://doi.org/10.12984/egeefd.363268
• Atilla, M. & Özeken, Ö. (2015). Transition exam from basic education to secondary education: What do science teachers think? Ondokuz Mayıs University Journal of Faculty of Education, 34(1), 124-140.
• Bakırcı, H., & Kırıcı, M. G. (2018). Science teachers' views on the transition exam from basic education to secondary education and the abolition of this exam. Yüzüncü Yıl University Journal of Faculty of Education, 15(1), 383-416. https://dergipark.org.tr/en/pub/yyuefd/issue/40566/493331
• Başer, N. (2017). Evaluation of transition from basic education to secondary education (TEOG) system in terms of science teaching (Master's thesis). Kırıkkale University.
• Batur, Z., Başar, M., & Şaşmaz, E. (2016). Examining the transition exam from basic education to secondary education (TEOGS) according to teacher and student views. Journal of Education and Human Sciences: Theory and Practice, 7(14), 37-53.
• Baykal, A. (2014). From exams to exam like. Transition between levels in the education system and exams. [Ege'den Eğitime Bakış Panel] Ege University, Izmir.
• Berg, B. L., & Lune, H. (2015). Qualitative Research Methods in Social Sciences, trans. Ed: Hasan Aydın, Eğitim Publishing, Konya.
• Biba Şinik, S. (2010). The effects of SBS exams applied in the transition to secondary education on the social life of families and the feelings and thoughts of families about these exams. (Master's Thesis). Gazi University Institute of Educational Sciences, Ankara.
• Biesta, G. (2017). Education, measurement and the professions: Reclaiming a space for democratic professionality in education. Educational philosophy and theory, 49(4), 315-330.
• Bogdan, R.C. and Biklen, S.K. (2007). Qalitative research for education (5th ed.). Boston: Pearson Education Inc.
• Buldur, S., & Acar, M. (2019). Middle school teachers' views about high-stakes tests. Kastamonu Education Journal, 27(1), 319-330.
• Buldur, S., & Doğan, A. (2017). The effect of formative assessment process carried out with performance-based techniques on students' goal orientations. Hacettepe University Journal of Faculty of Education, 32(1), 143-167.
• Buyruk, H. (2014). Central exams as an indicator of teacher performance and performance assessment in education. Trakya University Journal of Faculty of Education, 4(2), 28-42.
• Coolican, H. (2009). Research Methods and Statistics Psychology. Hodder Education, 5th Edition, London.
• Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd Edition). Thousand Oaks, CA: Sage.
• Creswell, J. W. (2013). Qualitative research designs: Qualitative, quantitative, and mixed methods approaches. (Trans. S. F. T. Demir). Ankara: Eğiten Kitap.
• Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage.
• Çakıoğlu, V. (2019). Examination of teachers' opinions on the secondary education transition system (Master's thesis). Mersin University, Institute of Educational Sciences, Mersin.
• Çelik, Z. (2015). Secondary education system in the grip of secondary and higher education transition exams. Toplum Eğitim Politikaları, 273-298.
• Çetin, A. (2017). A case study on elementary science teachers assigned to official schools from private courses (Unpublished Doctoral Dissertation), Çukurova University, Adana.
• Çetin, A. & Ünsal, S. (2019). The social and psychological effects of central exams on teachers and their reflection on teachers' curriculum practices. Hacettepe University Journal of Faculty of Education, 34(2), 304-323.
• Çifçili, V. (2007). The relationship between teacher efficacy levels and professional satisfaction of classroom teachers (Doctoral Dissertation). Istanbul University Institute of Social Sciences, Department of Educational Sciences. Istanbul.
• Dawson, H.S. (2012). Teachers' motivation and beliefs in a high-stakes testing context. (Unpublished Doctoral Dissertation). The Ohio State University.
• Demir, S. B., & Yılmaz, A. T. (2019). Is this the best? Evaluating the new secondary education transition policy in Turkey according to parents' views. Abant İzzet Baysal University Journal of Faculty of Education, 19(1), 164-183.
• Dinç, E., Dere, İ., & Koluman, S. (2014). Opinions and experiences about transition between grades. Journal of Social Sciences, 7(17).
• Duban, N., & Arısoy, H. (2017). Examining 8th grade students' perceptions of the transition from basic education to secondary education (TEOG) exam through metaphors. Kalem International Journal of Education and Human Sciences, 7(1/12), 67-98.
• Duran, E., & Sezgin, B. (2014). Comparison of transition systems between levels in education in Turkey and EU countries. In A. Akdoğanbulut İnsan, & A. Yavuz Akengin (Eds.). International Congress on Transition between Levels in Education from the Foundation of the Republic to the Present and New Models, 621-640.
• Education Reform Initiative (ERI). (2017). The purpose and reorganisation of secondary education in the new era.
• Elmore, R.F. (2004). Conclusion: The problem of stakes in performance-based accountability systems. In S.H. Furhman and R.F. Elmore (Eds), Redesigning accountability systems for Education (pp. 274-296). New York, NY: Teachers College Press.
• Eroğlu, M., & Özbek, R. (2017). Evaluation of research on self-directed learning. In E. Hamarta, C. Arslan, S. Çiftçi, S. Avşaroğlu, O. Köksal, & M. Uslu (Eds.), INES, 522-531.
• Fetters, M. D. (2018). Six equations to help conceptualise the field of mixed methods. Journal of Mixed Methods Research, 12(3), 262-267.
• Genc, E. (2005). Development and validation of an instrument to evaluate science teachers' assessment beliefs and practice (Unpublished doctoral dissertation).
• Gündoğdu, K., Kızıltaş, E., & Çimen, N. (2010). Students' and teachers' views on the placement test (SBS) (Erzurum province sample). İlköğretim online, 9(1), 316-330.
• Gür B., S., Çelik Z., & Coşkun İ. (2013). The future of secondary education in Turkey: Hierarchy or equality? SETA | Foundation for Political, Economic and Social Research. Issue:69, 1-28.
• Hamilton, L. S.,Stecher, B. M. & Klein, S. P. (2002). Making sense of test-based accountability in education. Santa Monica, CA: Rand Corporation. https://www.rand.org/pubs/monograph_reports/MR1554.html
• Hargreaves, A. (2007). Sustainable professional learning communities. Professional learning communities: Divergence, depth and dilemmas, 181-195.
• Hatch, J. A. (2002). Doing qualitative research in education settings. SUNY Press
• Herman, J. (2004). The effects of testing on instruction. In S.H. Furhman & R.F. Elmore (Eds), Redesigning accountability systems for education (pp. 141-166). New York, NY: Teachers College Press.
• İnceoğlu, S. (2015). Evaluation of the transition from basic education to secondary education (TEOG) exam by mathematics teachers and eighth grade students (Master's thesis). Kırıkkale University.
• Jones, B. D., & Egley, R. J. (2004). Voices from the frontlines: Teachers' perceptions of high-stakes testing. Education Policy Analysis Archives, 12(39). 1-34. https://doi.org/10.14507/epaa.v12n39.2004
• Jones, G. M., Jones, B. D., & Hargrove, T. (2003). The unintended consequences of high-stakes testing. Rowman & Littlefield Publishers.
• Kahraman, İ. (2014). Teachers' opinions on the effects of the central common exam practice. Tunceli University Journal of Social Sciences 2(4), 53-74.
• Kahveci, S. S. (2009). The share of the cost of exams applied in the process of transition to secondary education institutions within the total education expenditures of families.Unpublished master's thesis, Gazi University, Ankara.
• Karadeniz, O., Er, H. & Tangülü, Z. (2014). 8th grade students' metaphorical perceptions towards SBS. International Journal of Eurasian Social Sciences, 5(15), 64-81.
• Karakaya, F., Bulut, A. E., & Yılmaz, M. (2020). Science High School Teachers' Views on TEOG and LGS Systems. Ihlara Journal of Educational Research, 5(1), 116-126.
• Karakoca, G., & Köse, İ. A. (2018). The relationship between primary education academic achievement measures and basic education to secondary education transition exam scores. Cumhuriyet International Journal of Education, 7(2), 121-142.
• Karakuş, M. (2008). The effect of emotional intelligence competencies of primary school administrators and teachers on teachers' emotional commitment, organisational citizenship and job satisfaction levels.
• Kayapınar, E. (2006). Anxiety levels of primary school 8th grade students preparing for secondary education institutions student selection and placement exam (OKS): 150incelenmesi (Afyonkarahisar province example). Unpublished master's thesis, Kocatepe University Institute of Social Sciences. Afyonkarahisar.
• Krippendorff, K. (2004). Content analysis. London: Sage Publications.
• Kumandaş, H., & Kutlu, Ö. (2010). High stakestesting: do essecondary education examination involve any risks? Procedia- Social and Behavioural Sciences, 9, 758-764.
• Mart, M, T. (2014). Teachers' opinions on basic education to secondary education transition system (TEOG) exams (Unpublished Master's Thesis). Kahramanmaraş Sütçü İmam University, Institutes of Social Sciences, Kahramanmaraş.
• McMillan, J. H., Myran, S. & Workman, D. (1999). The impact of mandated statewide testing on teachers' classroom assessment and instruction practices.
• MONE (2008). Secondary education transition system, placement test and 6th and 7th grades state free boarding and scholarship exam e-guide.
• MoNE (2019a). Central examination report on secondary education institutions.
• Messick, S. (1995). Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. American psychologist, 50(9), 741. https://psycnet.apa.org/doi/10.1037/0003-066X.50.9.741
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. page.
• Moses, M. S. & Nanna, M. J. (2007). The testing culture and the persistence of high stakes testing reforms. Education and Culture, 23(1), 55-72.
• Ocak, G., Akgül, A., & Yıldız S. Ş. (2010). Primary school students' views on transition to secondary education system (OGES) (Afyonkarahisar Sample). Journal of Ahi Evran University Faculty of Education, 11(1), 37-55.
• Önal Akbaş, A. (2006). Sosyal cinsiyet açısından karşılaştırılması (Unpublished Master's Thesis). Ankara University, Ankara, Turkey.
• Özdemir, A., Mete, C. E., & Muslu, M. E. (2020). A phenomenological study on the reflection of the change in the high school transition system on student profiles. IZU Journal of Education, 2(4), 204-221.
• Özkan, M., & Özdemir, E. B. (2014). The views of secondary school 8th grade students and teachers on central common exams applied in transition to secondary education. Journal of History School (TOD), 7(10), 441-453.
• Özkan, Y. Ö., Satıcı, D. K., & Güvendir, M. A. (2016). Student views on the implementation conditions of the transition from basic education to secondary education (TEOG) exam.
• Öztürk, F. Z., & Aksoy, H. (2014). Evaluation of the transition model from basic education to secondary education according to the views of 8th grade students (Ordu province example). Journal of Ondokuz Mayıs University Faculty of Education, 33(2), 439-454.
• Patton, M. (1987). How to use qualitative methods in evaluation. Beverly Hills.
• Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
• Patton, M. Q. (2014). Qualitative Research and Evaluation Methods. trans. Mesut Bütün, Selçuk Beşir Demir. Ankara: Pegem Akademi.
• Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment, Research, and Evaluation, 11(1), 10.
• Sambell, K., McDowell, L., & Brown, S. (1997). "But is it fair?": an exploratory study of student perceptions of the consequential validity of assessment. Studies in educational evaluation, 23(4), 349-371.
• Sarıer, Y. (2010). Evaluation of equality of opportunity in education in the light of secondary education entrance exams (OKS-SBS) and PISA results. Journal of Ahi Evran University Faculty of Education, 11(3), 107-129.
• SETA (Foundation for Political, Economic and Social Research) (2020). Evaluation of 2020 LGS results.
• Sireci, S. G. (2009). Packing and unpacking sources of validity evidence. In R. W. Lissitz (Ed.), The Concept of validity: Revisions, new directions, and applications (pp. 19-37). Charlotte, NC: Information Age Publishing.
• Smyth, T. S. (2008). Who is no child left behind leaving behind? The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(3), 133-137. https://doi.org/10.3200/TCHS.81.3.133-137
• Strauss, A. L. & Corbin, J. (1990). Basic of qualitative research: grounded theory producers and techniques. Newbury Park, CA: Sage.
• Şad, S. N. & Şahiner, Y. K. (2016). Student, teacher and parent views on the transition from basic education to secondary education (TEOG) system. İlköğretim Online, 15(1), 53-76.
• Şahin, M., Aydın, B., Sarı, S. V., Sezen, K., & Havva, P. (2012). Hope and Meaning in Life in Explaining Subjective Well-Being. Kastamonu Journal of Education, 20(3), 827-836.
• Taşkın, G. (2016). The views of science teachers and students on the transition system from basic education to secondary education: Erzurum province example (Unpublished Master's Thesis). Atatürk University, Institute of Educational Sciences, Erzurum.
• Taşkın, G., & Aksoy, G. (2018). Expectations of students and teachers from the secondary education transition system in the light of TEOG system views. International Journal of Active Learning, 3(1), 19-43.
• Ulusoy, B. (2020). Investigation of 8th grade students' perceptions of the transition exam to high schools (lgs) through metaphors. Necmettin Erbakan University Ereğli Education Faculty Journal, 2(2), 186-202.
• Yalçın, I. (2019). Analysis of loneliness levels and digital game addiction of middle school students according to various variables. World Journal of Education, 9(1), 20-27.
• Yapıcı, H. (2016). Social studies teachers' opinions about the transition from basic education to secondary education (teog) exam. Electronic Turkish Studies, 11(21).
• Yavuz, M. (2010). Examining the variables affecting the class scores of primary school students in the placement test. İlköğretim Online, 9(2), 705-713.
• Zorlu, Z. & Zorlu, F. (2015). Students' levels and teachers' views on the learning environment in science and technology course. Route Educational and Social Journal, 2(1), 103-114.