OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Turkey

Kitchen, Hannah; Bethell, George; Fordham, Elizabeth; Henderson, Kirsteen; Li, Richard Ruochen

doi:10.1787/5edc0abe-en

Cited by 29 publications

(28 citation statements)

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“…Over 90% of educational services at all levels are provided by public education institutions, for which MoNE regulates teacher employment and relocation, imposes the curriculum and textbooks used in the classroom and explicitly uses tests to monitor teaching practices in the classroom. Schools in Turkey report among the lowest levels of autonomy in determining curriculum and assessment policies among OECD countries (Kitchen et al. , 2019).…”

Section: Methodsmentioning

confidence: 99%

Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures

Da’as

Qadach

Erdoğan

et al. 2021

JEA

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PurposeCollective teacher efficacy (CTE) is a promising construct for understanding how schools can foster student achievement. Although much of the early research on CTE took place in North America, researchers from other parts of the world are now delving into this topic. The current study explores whether these powerful collective beliefs function similarly across diverse cultural and linguistic groups: Arab and Jewish teachers in Israel, and teachers in Turkey and the USA.Design/methodology/approachParticipants included 4,216 teachers from Israel, Turkey and the USA, representing four cultures: Arab, Jewish, Turkish and American. We tested configural invariance using multigroup confirmatory factor analysis (AMOS) and alignment optimization (Mplus) to identify the groups in which specific parameters are noninvariant, and to compare the latent factor means.FindingsConfigural invariance showed adequate fit of the model structure across the four groups. Based on invariance tests, using the alignment optimization method, CTE scales held different meanings for specific items across the four cultures, where the USA and Arab cultures were the sources of these differences. Furthermore, in comparing the two-dimensional CTE belief scale across the four groups, latent means revealed the highest mean ranking for the USA and the lowest for Turkey.Originality/valueThis research makes a significant theoretical contribution by examining and comparing the concept of teachers' collective efficacy in multiple cultures. This comparison can also contribute to instructional teaching practices worldwide.

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Section: Methodsmentioning

confidence: 99%

Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures

Da’as

Qadach

Erdoğan

et al. 2021

JEA

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“…For more than a decade, Turkey has given priority to the improvement of assessment for learning in education programs and offered more support to teachers to encourage them to use this assessment strategy more frequently in their classrooms (Kitchen et al, 2019;MoNE, 2017MoNE, , 2020. With the growing importance of using formative assessment strategies in classrooms, the number of research studies conducted about the effectiveness of the formative assessment has increased considerably in recent years (Delen & Bellibaş, 2015;Double et al, 2020;Lee et al, 2020;Ozan & Kıncal, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study

Karaman

2021

International Journal of Assessment Tools in Education

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The main purpose of this meta-analysis study is to investigate how formative assessment practices promote student learning in Turkey. 32 studies with 47 effect sizes that met the specified criteria such as using true experimental or quasi-experimental design and measuring learning outcomes were included as the final analysis in the meta-analytical review method. The overall mean effect size of the study was obtained as .72 (SE= .07, p< .05). Further investigation through subgroup analysis showed that the effect sizes made a significant difference on different types of formative feedback. The effect of features of formative assessment interventions on student learning indicated that student initiated formative feedback (d=1.16) and mixed feedback (d=.83) had a large effect, which was followed by a medium effect of adult initiated formative feedback (d=.69) and a small effect of computer initiated formative feedback (d =.42). On the other hand, education level and publication type had no effect on student academic performance in the study. These findings support the positive effect of formative assessment practices on student learning. Such a result suggests that increasing the number of different types of formative assessment practices in the classrooms would promise a considerable contribution to student learning.

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“…In 2012, Turkey increased compulsory schooling from 8 to 12 years with the goal of expanding participation in upper secondary education. With close to 54,000 public and private schools, 1 million teachers and over 18 million students, Turkey has by far the largest school system in Europe (Kitchen et al. , 2019).…”

Section: Context Of the Study: Turkeymentioning

confidence: 99%

“…It also imposes a centralized curriculum and ordains the textbooks used in classrooms, as well as monitoring teaching practices through tests. Schools in Turkey report among the lowest levels of autonomy in determining curriculum and assessment policies among countries participating in the OECD (Kitchen et al, 2019). What is not regulated and cannot be regulated, is the organizational culture of individual schools, including the CTE beliefs and the OCBs of teachers.…”

Section: Context Of the Study: Turkeymentioning

confidence: 99%

School-level variables that enhance student achievement: examining the role of collective teacher efficacy and organizational citizenship behavior

Erdoğan

DiPaola

Dönmez

2022

IJEM

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PurposeThe purpose of this study was to examine the relationships among collective teacher efficacy (CTE), organizational citizenship behavior (OCB), and student achievement in Turkey.Design/methodology/approachMultilevel analysis was conducted to investigate how school-level variables, including collective teacher efficacy, organizational citizenship behavior, and school socioeconomic status, affect student achievement. Data were collected from 674 teachers and 7,173 students embedded in 57 schools.FindingsResults showed significant variation in mean student achievement between schools, with approximately 20% of the variance in mean achievement occurring between-schools. After controlling for school Socioeconomic status (SES), CTE and OCB significantly predicted school mean achievement scores and explained approximately 45% of the between-schools variance in achievement.Practical implicationsThe results of the study verified that CTE and OCB are important school-level variables that contribute to the achievement of students. It reemphasizes the significance of these constructs in creating the conditions to foster student achievement even in low-SES schools.Originality/valueThis was the first attempt to examine the relationships between CTE, OCB and student achievement in Turkey. The findings of this study may contribute to the international knowledge base by investigating the relationship between CTE, OCB, and student achievement in a collectivist cultural context.

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OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Turkey

Cited by 29 publications

References 0 publications

Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures

Collective teacher efficacy beliefs: testing measurement invariance using alignment optimization among four cultures

The Effect of Formative Assessment Practices on Student Learning: A Meta-Analysis Study

School-level variables that enhance student achievement: examining the role of collective teacher efficacy and organizational citizenship behavior

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