INVESTIGATION THE ALIGNMENT BETWEEN SCHOOL LEARNING AND ENTRANCE EXAMINATIONS THROUGH ITEM ANALYSIS

Yilmaz Kara; Salih Cepni

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INVESTIGATION THE ALIGNMENT BETWEEN SCHOOL LEARNING AND ENTRANCE EXAMINATIONS THROUGH ITEM ANALYSIS

Title	INVESTIGATION THE ALIGNMENT BETWEEN SCHOOL LEARNING AND ENTRANCE EXAMINATIONS THROUGH ITEM ANALYSIS
Publication Type	Journal Article
Year of Publication	2011
Authors	Kara, Y, Cepni, S
Journal	Journal of Baltic Science Education
Volume	10
Issue	2
Start Page	73-86
Date Published	June/2011
Type of Article	Original article
ISSN	1648-3898
Other Numbers	ICID: 953993
Keywords	assessment framework, curriculum alignment, large-scale examination
Abstract	This study presents findings collected from an analysis of Turkish Biology Curriculum Guidelines and of their alignment with the curricular outcomes and the Student Selection Examination (SSE) for higher education. The analysis was performed in multiple dimensions: content areas, learning outcomes in terms of scientific research and process skills (SRPS), science-technology-society-environment (STSE), communication competencies, attitudes and values (CCAV) and cognitive objectives. Webb’s (2007) alignment criteria were used to investigate the relationship between curriculum standards and assessment frameworks. In this process, the biology questions asked in the 2010 SSE were examined in detail by 10 biology teachers who have been teaching biology courses at secondary schools. Although alignment consistency was high according to the depth-of-knowledge (DOK) consistency and categorical concurrence criteria, the SSE questions and curriculum outcomes were not fully aligned considering the low consistency of range of knowledge and balance of representation criteria.
URL	http://oaji.net/articles/2014/987-1410008425.pdf
Refereed Designation	Refereed
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