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Bir Hesap Verebilirlik Teknolojisi Olarak Merkezi Sınavlar: Finlandiya, Estonya ve Yeni Zelanda Örnekleri

Year 2019, Volume: 14 Issue: 20, 1528 - 1563, 31.12.2019
https://doi.org/10.26466/opus.592335

Abstract

Bu çalışmada, hem batı toplumlarında uygulanan merkezi sınavların doğası,
öğrenci performans bilgisinin nasıl üretildiği, yayıldığı ve hangi amaçlarla
nasıl kullanıldığını anlamak ve uygulamalar arası benzerlik ve farklılıkları ortaya
koymak, hem de Türk eğitim sisteminin hesap verebilirliği ve öğrencilerin
akademik performanslarını artırma amacıyla 
merkezi sınavların nasıl kullanılması gerektiğine yönelik bir yaklaşım
ortaya koymak amaçlanmıştır. Bu kapsamda, öğrencileri üst düzey akademik
performansa sahip olan üç batı toplumunda uygulanan merkezi sınavlar literatürden
türetilmiş kavramsal çerçeveye dayalı olarak sistematik bir şekilde incelenmiş
ve birbirleriyle kıyaslanmıştır. Bu bağlamda, (i) öğrenci performans
bilgilerinin ulusal sınavlarla nasıl üretildiğini, (ii) bu bilginin nasıl
yayıldığını ve (iii) eğitim sistemlerinde ne için kullanıldığına ilişkin
sorulara cevap aranmıştır. Elde edilen bulgulara göre, daha çok lise düzeyinde
Matematik, okuma becerileri, fen bilimleri ve yabancı dil alanlarında merkezi
olarak geliştirilmiş ve standartlaştırılmış, çoktan seçmeli, kısa cevaplı, açık
uçlu, görev temelli performans değerlendirme ve portfolyo gibi araçlarla
güvenirlik tedbirleri alınarak öğrencilerin üst düzey bilişsel performans
ölçümleri yapılmakta, elde edilen sonuçlar norm veya ölçüt temelli olarak
değerlendirilerek sonuçları eğitim paydaşlarıyla doğrudan paylaşılmakta,
öğrenci performans verilerine dayalı olarak üretilen bilgi  eğitim ve okul sistemi içerisinde özellikle
okul yöneticilerinin ve öğretmenlerin öğretimi geliştirmeye yönelik duygu,
düşünce ve becerilerini şekillendirecek şekilde kullanılmaktadır. Performans
bilgisi okul hesap verebilirliği için kullanıldığı gibi, öğrenci hesap
verebilirliği için de kullanılmaktadır.

References

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National Examinations as an Accountability Technology: The Cases of Finland, Estonia and New Zealand

Year 2019, Volume: 14 Issue: 20, 1528 - 1563, 31.12.2019
https://doi.org/10.26466/opus.592335

Abstract

The aim of this study is first to determine and compare the western-style
policies of national examinations with respect to their production, share and
use in primary and secondary schools, and second to discuss the implications
for Turkey and develop a policy guide for the use of national examinations in
Turkey to ensure both accountability and improvement in the quality of student
outcomes. To this end, three Western countries were systematically reviewed and
compared based on the literature-derived framework that involves (i) how the
student performance information is produced by national examinations, (ii) how
this information is disseminated, and (iii) what it is used for in the
education systems. Found out that there is a common policy of examination among
the top-performing Western nations to produce student performance information
in that they both use centrally developed, standardized, norm-reference, paper
and pen exams testing students’ high-level cognitive skills in first language,
math, science and second language especially at the end of upper secondary
schools. Performance information, aggregated or not, is shared with almost all
educational stakeholders, and used mainly for student and school accountability
purposes.  

References

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  • Bae, S. (2018). Redesigning systems of school accountability: A multiple measures approach to accountability and support. Education Policy Analysis Archives, 26(8), 1-32. http://dx.doi.org/10.14507/epaa.26.2920
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  • Best, M., Knight, P., Lietz, P., Lockwood, C., Nugroho, D., ve Tobin, M. (2013). The impact of national and international assessment programmes on education policy, particularly policies regarding resource allocation and teaching and learning practices in developing countries. 05/05/2019 tarihinde https://research.acer.edu.au/ar_misc/16 adresinden erişilmiştir.
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  • De Wolf, I., ve Janssens, F. (2007). Effects and side effects of inspection and accountability in education: An overview of empirical studies. Oxford Review of Education, 33(3), 379-396. http://dx.doi.org/10.1080/0305498-0701366207
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  • Directoraite of Research and Development [EARGED]. (2003). Üçüncü Uluslararası Matematik ve Fen Bilgisi Çalışması (TIMSS-1999)-Ulusal Rapor [Third international mathematics and science study (TIMSS-1999) – National Report]. 10/05/2019 tarihinde http://egitek.meb.gov.tr/dosyalar%5Cdokumanlar%5Culuslararasi/timss_1999_ulusal_raporu.pdf adresinden erişilmiştir.
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  • Hanushek, E., ve Raymond, M. (2004). The effect of school accountability systems on the level and distribution of student achievement. Journal of the European Economic Association, 2(2-3), 406-415. http://dx.doi.org/-10.1162/154247604323068096
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  • Klees, S. J. (2008). A quarter century of neoliberal thinking in education: Misleading analyses and failed policies. Globalisation, Societies and Education, 6(4), 311–348.
  • Lee, J., ve Wong, K. K. (2004). The impact of accountability on racial and socioeconomic equity: Considering both school resources and achievement outcomes. American Educational Research Journal, 41(4), 797–832. doi:10.3102/00028312041004797
  • Levin, H. M. (1974). A conceptual framework for accountability in education. The School Review, 82(3), 363–391.
  • Lincove, J. (2009). Are markets good for girls? The World Bank and neoliberal education reforms in developing countries. The Whitehead Journal of Diplomacy and International Relations, X(1), 19-35.
  • Major C. ve Savin-Baden, M. (2010). An Introduction to qualitative research synthesis: Managing the ınformation explosion in social science research. London: Routledge.
  • McDonnell, L., ve Elmore, R. (1987). Getting the job done: Alternative policy instruments. Educational Evaluation and Policy Analysis, 9(2), 157-184. http://dx.doi.org/10.3102/01623737009002133
  • McNeil, M., ve Klein, A. (2011). Obama outlines NCLB flexibility: Plan waves cornerstone provisions of law. Education Week, 31(5), 1 & 20-22.
  • Milgrom, P., ve Roberts, J. (1988). An economic approach to influence activities in organizations. American Journal of Sociology, 94, 154–179.
  • Mundy, K. (2006). Education for all and the new development compact. Review of Education, 52, 23-48.
  • Noblit, G.W. and Hare, R.D. (1988) Meta-ethnography: Synthesizing qualitative studies. Sage Publications, Newbury Park.
  • O’Day, J. (2002). Complexity, accountability and school improvement. Harvard Educational Review, 72 (3), 293–329.
  • Olmedo, A., ve Wilkins, A. (2017). Governing through parents: A genealogical enquiry of education policy and the construction of neoliberal subjectivities in England. Discourse: Studies in the Cultural Politics of Education, 38(4), 573–589.
  • Robertson, S. L. (2015). What teachers need to know about the ‘global education reform movement. In G. Little (Ed.), Global education ‘reform’. Building resistance and solidarity (p. 10–17).Croydon: Manifesto Press.
  • Rothstein, R., Jacobsen, R., ve Wilder, T. (2008). Grading education: Getting accountability right. NY: Teachers College Press and the Economic Policy Institute.
  • Sahlberg, P. (2016). The global educational reform movement and its impact on schooling. In K. Mundy, A. Green, B. Lingard, & A. Verger (Eds.), The handbook of global education policy (p.128–144). West Sussex: Wiley-Blackwell.
  • Smith, W., ve Rowland, J. (2014). Parent trigger laws and the promise of parental voice. Journal of School Choice, 8(1), 94-112.
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There are 68 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Coşkun Erdağ 0000-0002-6173-6340

Publication Date December 31, 2019
Acceptance Date December 21, 2019
Published in Issue Year 2019 Volume: 14 Issue: 20

Cite

APA Erdağ, C. (2019). Bir Hesap Verebilirlik Teknolojisi Olarak Merkezi Sınavlar: Finlandiya, Estonya ve Yeni Zelanda Örnekleri. OPUS International Journal of Society Researches, 14(20), 1528-1563. https://doi.org/10.26466/opus.592335