ORTAOKUL 8. SINIF ÖĞRENCİLERİNİN VE ÖĞRETMENLERİNİN ORTAÖĞRETİME GEÇİŞTE UYGULANAN MERKEZİ ORTAK SINAVLARA İLİŞKİN GÖRÜŞLERİ

Abstract

The purpose of this study is to identify the opinions of the 8. Grade students and the teachers on the Transition from the Basic Education to the Secondary Education (BESE) system and the Common Central Examinations (CCE) which are started to be held in the 2013-2014 education year. 8. Grade students (n=10) at a secondary school in Ankara during the 2013-2014 education year and the teachers working at the same school participated in this study. In order to identify the opinions of the teachers and the students, semi-structured interview forms which are prepared differently for the students and the teachers with regard to BESE system and CCE were utilized. Descriptive survey model which is a quantitative research model in the collection, analysis and interpretation of the data is used in this study. The findings of the study are as follows: It was found out that the students had a superficial knowledge on the system and the examinations; they got this knowledge mostly from the information meetings at school and on television; and they thought that the number of questions in the examinations and the respite time are appropriate but the duration of the examination is long. The teachers had positive and negative opinions on the system and the examinations; no information meeting was held for the teachers on the BESE system and they mostly reached the information through the internet and the official letters; they thought that the BESE system was problematic in terms of equal opportunities in education, CCE was more successful than LPT, the number of questions in the examinations and the duration of the examination are appropriate but the respite time is long. It is observed that the teachers and the students have some common opinions on certain issues. For example they both believed that the excuse examinations are necessary; and the fact that correction formula is not used against the chance factor and taking the exam at their own school increased their motivation; the content of the curriculum taught at school and the one in the examinations was not in compliance and the dificulty level of the questions were very high and different from the questions asked by the teachers in the examinations at school; the new system did not have any effect on going to the private courses or using source books; the fact that the end-of-year success score is effective in BESE process increased the interest in the lessons other than the six main lessons and they have positive opinions on the limitation on the scope of the subjects in the examination.