INVESTIGATION OF THE CENTRAL EXAMINATION AND TEACHER-MADE EXAMS FOR SOME VARIABLES: THE TRANSITION TO SECONDARY EDUCATION EXAMPLE

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In this study, it was aimed to examine the scope validity of central examination and teacher-made exams, the relation of students’ scores of these exams and some of these variables. The research is a descriptive study and quantitative and qualitative research methods are used. Teacher-made exams and central examination of 40 schools selected with the maximum diversity from the schools in the Düzce province were included in the study and the exam scores of 1848 students who entered these exams were included. Qualitative data of this descriptive study were collected by means of table of specifications, question-acquisition table, exam acquisition table and analyzed by document analyse technique. The quantitative data were collected through a personal information form and a scorecard and the data were analyzed by using Spearman Brown Correlation, Linear regression, Mann Whitney U and Kruskal Wallis techniques. It was observed that the scope validity of teacher-made exams and central examination was at the same level, that students had a high level of correlation between the scores they got from the two exams, and that the most considered acquisition in the exams was multiplying with exponential numbers . The effect of the gender factor on the scores of the teacher-made exams revealed that gender had no significant effect on the central examination scores while there was effect on teacher made exams. The importance of teacher training institutions, teacher in-service training institutions and institutions preparing central examinations should be increased, the necessary training should be applied and the validity of the examinations should be emphasized. In addition, alternative measurement tools should be used outside the multiple-choice exams in order to measure the skills and skills to be developed in the secondary mathematics program.

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Scope Validity , Exam Scores , Teacher Made Exams , Central Examination

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi