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

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 lea...

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Bibliographic Details
Published inMiddle grades research journal Vol. 8; no. 2; pp. 11 - 23
Main Authors Ayas, Alipasa, Aydin, Emin, Corlu, M. Sencer
Format Journal Article
LanguageEnglish
Published Charlotte IAP - Information Age Publishing, Inc 22.06.2013
Information Age Publishing, Inc
Information Age Publishing
Subjects
Behavioral Objectives
Core curriculum
Curricula
Curriculum
Documentation
Educational Change
Educational evaluation
Elementary Secondary Education
Evaluation Methods
Foreign Countries
Government Role
Inservice Teacher Education
Learning
Mathematics
Mathematics Achievement
Mathematics Teachers
Methods
Middle School Teachers
Physical Education
Preservice Teacher Education
Science
Science Achievement
Science Teachers
Sciences education
Student Evaluation
Study and teaching
Teacher Competencies
Teacher Education Programs
Textbooks
Thinking Skills
Turkey
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Summary: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.
ISSN:1937-0814
1937-0822