Bir Hesap Verebilirlik Teknolojisi Olarak Merkezi Sınavlar: Finlandiya, Estonya ve Yeni Zelanda Örnekleri

Bu çalışmada, hem batı toplumlarında uygulanan merkezi sınavların doğası, öğrenci performans bilgisinin nasıl üretildiği, yayıldığı ve hangi amaçlarla nasıl kullanıldığını anlamak ve uygulamalar arası benzerlik ve farklılıkları ortaya koymak, hem de Türk eğitim sisteminin hesap verebilirliği ve öğrencilerin akademik performanslarını artırma amacıyla merkezi sınavların nasıl kullanılması gerektiğine yönelik bir yaklaşım ortaya koymak amaçlanmıştır. Bu kapsamda, öğrencileri üst düzey akademik performansa sahip olan üç batı toplumunda uygulanan merkezi sınavlar literatürden türetilmiş kavramsal çerçeveye dayalı olarak sistematik bir şekilde incelenmiş ve birbirleriyle kıyaslanmıştır. Bu bağlamda, (i) öğrenci performans bilgilerinin ulusal sınavlarla nasıl üretildiğini, (ii) bu bilginin nasıl yayıldığını ve (iii) eğitim sistemlerinde ne için kullanıldığına ilişkin sorulara cevap aranmıştır. Elde edilen bulgulara göre, daha çok lise düzeyinde Matematik, okuma becerileri, fen bilimleri ve yabancı dil alanlarında merkezi olarak geliştirilmiş ve standartlaştırılmış, çoktan seçmeli, kısa cevaplı, açık uçlu, görev temelli performans değerlendirme ve portfolyo gibi araçlarla güvenirlik tedbirleri alınarak öğrencilerin üst düzey bilişsel performans ölçümleri yapılmakta, elde edilen sonuçlar norm veya ölçüt temelli olarak değerlendirilerek sonuçları eğitim paydaşlarıyla doğrudan paylaşılmakta, öğrenci performans verilerine dayalı olarak üretilen bilgi eğitim ve okul sistemi içerisinde özellikle okul yöneticilerinin ve öğretmenlerin öğretimi geliştirmeye yönelik duygu, düşünce ve becerilerini şekillendirecek şekilde kullanılmaktadır. Performans bilgisi okul hesap verebilirliği için kullanıldığı gibi, öğrenci hesap verebilirliği için de kullanılmaktadır.

Anahtar Kelimeler:

Merkezi sınavlar, öğrenci hesap verebilirliği, okul hesap verebilirliği, PISA, Meta-sentez

National Examinations as an Accountability Technology: The Cases of Finland, Estonia and New Zealand

The aim of this study is first to determine and compare the western-style policies of national examinations with respect to their production, share and use in primary and secondary schools, and second to discuss the implications for Turkey and develop a policy guide for the use of national examinations in Turkey to ensure both accountability and improvement in the quality of student outcomes. To this end, three Western countries were systematically reviewed and compared based on the literature-derived framework that involves (i) how the student performance information is produced by national examinations, (ii) how this information is disseminated, and (iii) what it is used for in the education systems. Found out that there is a common policy of examination among the top-performing Western nations to produce student performance information in that they both use centrally developed, standardized, norm-reference, paper and pen exams testing students’ high-level cognitive skills in first language, math, science and second language especially at the end of upper secondary schools. Performance information, aggregated or not, is shared with almost all educational stakeholders, and used mainly for student and school accountability purposes.

Keywords:

National examinations, Student accountability, School accountability, meta-synthesis,

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