Mathematics and Science Assessment in the Turkish Educational System: An Overview

Autor/inn/en	Ayas, Alipasa; Aydin, Emin; Corlu, M. Sencer
Titel	Mathematics and Science Assessment in the Turkish Educational System: An Overview
Quelle	In: Middle Grades Research Journal, 8 (2013) 2, S.11-23 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Foreign Countries; Science Achievement; Evaluation Methods; Student Evaluation; Mathematics Achievement; Middle School Teachers; Teacher Education Programs; Curriculum; Textbooks; Documentation; Mathematics Teachers; Science Teachers; Educational Change; Preservice Teacher Education; Elementary Secondary Education; Teacher Competencies; Inservice Teacher Education; Government Role; Turkey + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Curricula; Lehrplan; Rahmenplan; Textbook; Text book; Schulbuch; Lehrbuch; Dokumentation; Mathematics; Mathematik; Science; Science teacher; Wissenschaft; Bildungsreform; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Lehrerfortbildung; Türkei
Abstract	Changes in the nature of assessment in science and mathematics have led to a profound change in the conceptions of assessment. The change in our understanding of assessment reflected a move toward the greater integration of assessment and learning--away from assessment instruments whose links to learning were weak. The aim of the current paper was to review how these changes were reflected in the Turkish context, mainly in 2 parts: (1) governmental interventions, including changes in the middle grades teacher education, assessment system, and curriculum, and (2) the implementation of these changes in the middle grades classrooms. The review is based on three sources, including the program documents, textbooks, and external examinations. The analysis of these sources suggested that the program documents were the most successful in guiding mathematics and science teachers' assessment practices; however, several problems in the implementation of the prescribed ideas in the middle grades classrooms remained unresolved. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01