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dc.contributor.authorAyas, A.en_US
dc.contributor.authorCorlu, M. S.en_US
dc.contributor.authorAydin, E.en_US
dc.date.accessioned2019-02-13T10:31:12Z
dc.date.available2019-02-13T10:31:12Z
dc.date.issued2013en_US
dc.identifier.issn1937-0814
dc.identifier.urihttp://hdl.handle.net/11693/49416
dc.description.abstractChanges in the nature of assessment in science and mathematics have led to a profound change in the conceptions of assessment. The change in our understanding of assessment reflected a move toward the greater integration of assessment and learning—away from assessment instruments whose links to learning were weak. The aim of the current paper was to review how these changes were reflected in the Turkish context, mainly in 2 parts: (1) governmental interventions, including changes in the middle grades teacher education, assessment system, and curriculum, and (2) the implementation of these changes in the middle grades classrooms. The review is based on three sources, including the program documents, textbooks, and external examinations. The analysis of these sources suggested that the program documents were the most successful in guiding mathematics and science teachers’ assessment practices; however, several problems in the implementation of the prescribed ideas in the middle grades classrooms remained unresolved.en_US
dc.language.isoEnglishen_US
dc.source.titleMiddle Grades Research Journalen_US
dc.titleMathematics and science assessment in the Turkish educational system: an overviewen_US
dc.typeArticleen_US
dc.departmentGraduate School of Educationen_US
dc.citation.spage11en_US
dc.citation.epage23en_US
dc.citation.volumeNumber8en_US
dc.citation.issueNumber2en_US
dc.publisherInformation Age Publishing, Inc.en_US


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