Session Information
09 SES 06 B, Transitions in the Education System: Conditions and Consequences
Paper Session
Contribution
Transition from elementary to secondary schools depends to a large degree on the scores students receive in a nationwide standardized test (called SBS) in Turkey. SBS was launched in 2006 in nation’s elementary schools with the purpose of determining 6th, 7th and 8th grade students’ end-of-year performance. Since variation among high schools is great in terms of quality, there is fierce competition among students to get accepted at better schools (Citemel et al., 2009). Getting a chance to study in better high schools would greatly increase the possibility of getting a high score at nationwide university entrance exam given at the end of high school education, which would then guarantee acceptance at prestigious universities. All these consequential connections make the SBS a high-stakes test for elementary students who fight for quality education at high school level.
The system for transition from elementary to secondary school varies a lot among many European countries. For the majority of the countries, school-based achievement prior to high school is the most essential criterion for acceptance at a high school. In some countries such as Italy and Norway, students receive a state or nationwide exam to graduate from elementary school, but students’ scores are not used in determining which high schools they would attend. Schools students would attend are determined based on location or parents’ choice mostly. Still in other countries such as Germany and France, school councils, counselors and parents assess student’s performance and personality, and determine what type of high school he/she would attend (Eurydice, 2011).
Differently from many European countries, Turkey has long used nationwide testing to channel elementary students into different types of high schools. This high-stakes test has resulted in proliferation of private tutoring centers where students receive test-based training after school hours or on the weekends (Kahveci, 2009, Karakus, 2008). Preparation for this exam has become the greatest priority for students and their parents (Erdogan, et al., 2009; Gundogdu et al., 2010), and the hottest issue of educational discussion for teachers and educators as well as general public. The consequences of high value attached to the SBS in terms of students’ studying habits, use of time, expectations from teachers and schools, future goals, social and psychological states are not clear yet.
A research study in the US found that standardized testing had negative impact on students’ high-level thinking skills due to its narrowing-down effect on the curriculum implemented in schools (Viadero, 2005). Another study in Australia by Kenny and Faunce (2005) found that private tutoring courses might improve test-taking skills of students but hurt integrity and meaningfulness in academic learning by focusing on the test-wiseness primarily. Large scale studies analyzing the impact of preparing for and taking a high-stakes test on elementary students in their transition from elementary to secondary education are nearly non-existing in Turkey. Therefore, this study aims to investigate the impact of the SBS test on students’ social, psychological and academic development through the perceptions of students, parents, teachers, counselors and school administrators.
Method
Expected Outcomes
References
Citemel, N., Bozkurt, S., Eroglu, Y., Yildirim, U. & Mengi, S. (2009). Competitive Culture and Consequences Created by Testing System Among Secondary School Students (Ortaöğretim Öğrencilerinde Sınav Sisteminin Yarattığı Yarışmacı Kültür ve Sonuçları), Paper presented at 18th Educational Sciences Conference. Ege University, Izmir. Erdogan, I., Meseci, F., & Cifcili, V. (2009). Investigation of Level Determination Exam Through Certain Variables (Seviye Belirleme Sınavının Bazı Degiskenler Acisindan Incelenmesi. Paper presented at 18th Educational Sciences Conference. Ege University, Izmir. Eurydice. (2011). Eurybase-Descriptions of National Education System and Policies. Retrieved from http://eacea.ec.europa.eu/education/eurydice/eurybase_en.php#belgium on 21.1.2011. Gundogdu, K., Kiziltas, E., & Cimen, N. (2010). Perceptions of Teachers and Students on Level Determination Exam (Seviye Belirleme Sınavına (SBS) İlişkin Öğrenci ve Öğretmen Görüşleri (Erzurum İL örneği). Elementary Education Online, 9(1), 316-330. Kahveci, S. (2009). The Proportion of Spending for Preparation for the Secondary School Entrance Exam Within Total Education Spending for Parents. (Ortogretim Kurumlarına Gecis Sisteminde Uygulanan Sinavlarin Ailelere Maliyetinin Ailelerin Toplam Egitim Harcamalari Icerisindeki Payiı). Unpublished Master Thesis, Gazi Univeristy, Ankara. Karakus, M. (2008). Assessment of Students’ and Teachers’ Perceptions on Transition from Elementary to Secondary Education (lkogretim Ogretmen ve Ogrencilerinin Ortaogretime Gecis Sistemine Yonelik Goruslerinin Degerlendirilmesi). Paper presented at the 1st National Evaluation and Assessment Conference in Education and Psychology. Ankara University, Ankara. Kenny, D. T. & Faunce, G. (2004). Effects of Academic Coaching on Elementary and Secondary School Students. The Journal of Educational Research, 98(2), 115-126. Viadero, D. (2005). Researchers Connect Lower Achievement to High School Exit Tests. Education Week, 2/2/2005, Vol. 24, Issue 21.
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