Liseye Geçiş Sınavının Öğrenciler ve Ebeveynlerde Bıraktığı Etkinin Anlamlı Değerlendirme Modeline Göre Değerlendirilmesi

Year 2024, Volume: 53 Issue: 2, 718 - 754, 29.08.2024

Tuğba Babacan

https://doi.org/10.14812/cuefd.1357064

Abstract

Bu çalışma, 8. sınıf öğrenci ve ebeveynlerinin LGS sürecine ilişkin deneyimlerini Anlamlı Değerlendirme Modeli çerçevesinde incelemeyi amaçlamaktadır. Denizli ilinde ölçüt örnekleme yöntemiyle seçilen altı öğrenci ve ebeveynleri olmak üzere toplamda 12 katılımcıyla yapılan yarı yapılandırılmış görüşmelerle veri toplanmıştır. Araştırma, fenomenoloji desenine dayalı olup veriler tümevarımsal analiz ile çözümlenmiştir. Bulgular, katılımcıların sınava dayalı hesap verebilirlik sonucunda oluşan rekabetçi zihniyeti ve hem aile içinde hem de sosyal çevrede daha bireysel olmayı önemli gördüklerini ortaya çıkarmıştır. Bu bağlamda, çocukların benimsedikleri rol ve sergiledikleri davranışlarda daha bencil, yalıtılmış ve hırçın oldukları görülürken ebeveynlerin ise kontrolcü, yasaklayıcı, tehditkâr, eleştirici ve destekleyici yönünde bir dönüşüm içinde oldukları belirlenmiştir. Ayrıca, katılımcıların süreçte anlamlı bütünlüğe katkı sağlayacak etkinliklere yeterince zaman ayıramadıkları sonucuna ulaşılmıştır.

Keywords

Merkezi Sınav, Standartlaştırılmış Eğitim, Liseye Geçiş Sınavı (LGS), Anlamlı Değerlendirme Modeli

Evaluation of Impact of the High School Entrance Exam on Students and Parents According to Meaningful Evaluation Model

Abstract

This study aims to examine the experiences of 8th-grade students and their parents regarding the HSEE process within the framework of a Meaningful Evaluation Model. Data were collected through semi-structured interviews with a total of 12 participants, comprising six students and their parents, selected through criterion sampling in Denizli. The research is based on a phenomenological design, and the data were analyzed using inductive analysis. The findings reveal that the accountability associated with exam-based performance has fostered a competitive mindset and individualism that is highly prominent in the family and social environment. In this context, it has been observed that children tend to adopt more selfish, isolated, and aggressive roles and behaviors, while parents are undergoing a transformation towards being more controller, prohibitive, threatening, criticizer, and supportive. Additionally, it has been concluded that the participants did not allocate enough time to activities that would contribute to meaningful wholeness in the process.

Keywords

Central Exam, Standardized Education, High School Entrance Exam (HSEE), Meaningful Evaluation Model

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