Abstract:

This paper aims to compare the results of international and national exams within educational policy context. As international exams, PISA tests and TIMSS exams were seletected to compare a national exam in Turkey. To the Turkish example of exams, Higher Education Institutions (YKS) was included in the comparison. Observing the age cohorts of exam participants, around 14 years old in PISA and TIMSS and roughly 18 years old in YKS, PISA and TIMSS score were compared with the scores of YKS exam in four years later. This comparison shows a highly divergent picture between international and national exam cases for Turkish participants. In general, while the students’ scores show an increase in international exams, their scores decreased in a national (YKS) exam. This result clearly shows the incompatibility between the structure of international and national exams. While PISA and TIMSS are mostly named “well-constructed tools” to measure higher level cognitive skills of students, one can say that YKS has a relatively classical structure. This sort of classical evaluation may indirectly influence the composition of whole education policy structure in Turkey, from in-class activeness of students to their main focus to learn (or memorise) basic knowledge, rather than generating their own knowledge. In this regard, it can be a good action to revise the entire education system starting from educational philosophy, educational goals/aims, student activities, and assessment tools to support students self-learning performance. It will be also important to design teacher education system to train next generation teachers who embrace “constructivist learning” approach.

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