Hannah Kitchen, G. Bethell, Elizabeth Fordham, Kirsteen Henderson, Richard Ruochen Li
{"title":"Executive summary","authors":"Hannah Kitchen, G. Bethell, Elizabeth Fordham, Kirsteen Henderson, Richard Ruochen Li","doi":"10.1787/2491b352-en","DOIUrl":"https://doi.org/10.1787/2491b352-en","url":null,"abstract":"","PeriodicalId":198401,"journal":{"name":"OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Turkey","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124239442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hannah Kitchen, G. Bethell, Elizabeth Fordham, Kirsteen Henderson, Richard Ruochen Li
{"title":"Assessment and recommendations","authors":"Hannah Kitchen, G. Bethell, Elizabeth Fordham, Kirsteen Henderson, Richard Ruochen Li","doi":"10.1787/e681e4ee-en","DOIUrl":"https://doi.org/10.1787/e681e4ee-en","url":null,"abstract":"","PeriodicalId":198401,"journal":{"name":"OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Turkey","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116374878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hannah Kitchen, G. Bethell, Elizabeth Fordham, Kirsteen Henderson, Richard Ruochen Li
This chapter looks at how the evaluation system – teacher appraisal, school evaluation and system evaluation – interacts with practices for student assessment. While Turkey’s evaluation system encourages teachers and schools to focus on student achievement, achievement is frequently measured by numeric marks. This encourages a perception that it is high marks which are most important for learning. It also means that policymaking decisions around student outcomes are not based on reliable and valid data, since marks from classroom assessment can vary significantly across classrooms and schools. This chapter suggests how teacher appraisal, school evaluation and system evaluation frameworks can be revised to encourage the kinds of quality assessment practices that research shows are most effective for learning.
{"title":"Using the evaluation system to promote better assessment and learning","authors":"Hannah Kitchen, G. Bethell, Elizabeth Fordham, Kirsteen Henderson, Richard Ruochen Li","doi":"10.1787/ecdc6300-en","DOIUrl":"https://doi.org/10.1787/ecdc6300-en","url":null,"abstract":"This chapter looks at how the evaluation system – teacher appraisal, school evaluation and system evaluation – interacts with practices for student assessment. While Turkey’s evaluation system encourages teachers and schools to focus on student achievement, achievement is frequently measured by numeric marks. This encourages a perception that it is high marks which are most important for learning. It also means that policymaking decisions around student outcomes are not based on reliable and valid data, since marks from classroom assessment can vary significantly across classrooms and schools. This chapter suggests how teacher appraisal, school evaluation and system evaluation frameworks can be revised to encourage the kinds of quality assessment practices that research shows are most effective for learning.","PeriodicalId":198401,"journal":{"name":"OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Turkey","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124821469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hannah Kitchen, G. Bethell, Elizabeth Fordham, Kirsteen Henderson, Richard Ruochen Li
This chapter provides an overview of the Turkish education system. It sets out the key aspects of governance, financing of education, school structure, teacher and school leader policy and the curriculum, that are relevant to student assessment. It reviews main trends in education, highlighting the significant progress that has been made in recent decades to expand participation and raise learning outcomes. It also highlights where further progress is needed to meet national goals and address inequalities.
{"title":"The Turkish education system","authors":"Hannah Kitchen, G. Bethell, Elizabeth Fordham, Kirsteen Henderson, Richard Ruochen Li","doi":"10.1787/71ee93b4-en","DOIUrl":"https://doi.org/10.1787/71ee93b4-en","url":null,"abstract":"This chapter provides an overview of the Turkish education system. It sets out the key aspects of governance, financing of education, school structure, teacher and school leader policy and the curriculum, that are relevant to student assessment. It reviews main trends in education, highlighting the significant progress that has been made in recent decades to expand participation and raise learning outcomes. It also highlights where further progress is needed to meet national goals and address inequalities.","PeriodicalId":198401,"journal":{"name":"OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Turkey","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122342250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hannah Kitchen, G. Bethell, Elizabeth Fordham, Kirsteen Henderson, Richard Ruochen Li
This chapter provides recommendations for improving the use of classroom assessment in Turkey so that it contributes more effectively to supporting student learning. At present, while teachers in Turkey regularly undertake assessments in the classroom, these tend to be dominated by short‑answer, closed‑question formats, like multiple‑choice questions. This limits the range of students’ knowledge and skills that teachers can assess. The focus on summative assessments that result in a numeric mark also limits space for formative assessment, one of the most important types of assessment for learning. This chapter provides suggestions on how teachers can be encouraged to use a broader range of assessment formats and integrate more formative assessment practices into their regular classroom teaching.
{"title":"Improving teachers’ classroom assessment practices","authors":"Hannah Kitchen, G. Bethell, Elizabeth Fordham, Kirsteen Henderson, Richard Ruochen Li","doi":"10.1787/1807effc-en","DOIUrl":"https://doi.org/10.1787/1807effc-en","url":null,"abstract":"This chapter provides recommendations for improving the use of classroom assessment in Turkey so that it contributes more effectively to supporting student learning. At present, while teachers in Turkey regularly undertake assessments in the classroom, these tend to be dominated by short‑answer, closed‑question formats, like multiple‑choice questions. This limits the range of students’ knowledge and skills that teachers can assess. The focus on summative assessments that result in a numeric mark also limits space for formative assessment, one of the most important types of assessment for learning. This chapter provides suggestions on how teachers can be encouraged to use a broader range of assessment formats and integrate more formative assessment practices into their regular classroom teaching.","PeriodicalId":198401,"journal":{"name":"OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Turkey","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121240311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hannah Kitchen, G. Bethell, Elizabeth Fordham, Kirsteen Henderson, Richard Ruochen Li
This chapter looks at how national goals for learning in Turkey influence student assessment practices. In Turkey, while successive curricula reforms have sought to create a more competency-based, student-centred approach to instruction, teachers have not been well-supported to apply these changes in the classrooms. The chapter suggests that developing a national curriculum framework will provide greater coherence and clarity to guide future curricula reforms, while clear learning standards in core subjects will help teachers better understand national expectations for what students are expected to know and be able to do. Finally, it suggests activities to communicate learning goals nationally, so that schools feel trusted and supported when they introduce changes to teaching and learning.
{"title":"Promoting national goals for student learning","authors":"Hannah Kitchen, G. Bethell, Elizabeth Fordham, Kirsteen Henderson, Richard Ruochen Li","doi":"10.1787/dfdba0cb-en","DOIUrl":"https://doi.org/10.1787/dfdba0cb-en","url":null,"abstract":"This chapter looks at how national goals for learning in Turkey influence student assessment practices. In Turkey, while successive curricula reforms have sought to create a more competency-based, student-centred approach to instruction, teachers have not been well-supported to apply these changes in the classrooms. The chapter suggests that developing a national curriculum framework will provide greater coherence and clarity to guide future curricula reforms, while clear learning standards in core subjects will help teachers better understand national expectations for what students are expected to know and be able to do. Finally, it suggests activities to communicate learning goals nationally, so that schools feel trusted and supported when they introduce changes to teaching and learning.","PeriodicalId":198401,"journal":{"name":"OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Turkey","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134272608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：