Abstract:

In this study, the aim is to study the scope validity of the central exam and the teacher-made exam, the relationship of the points that students obtain from these exam and some of their variables. The research is an imaginary study and a qualitative and qualitative research method has been used. The research included the teacher-made examinations and central examinations of 40 schools selected with maximum diversity from schools across the country, the test points of 1848 students who entered these tests. The qualitative data of this visual research is prepared by the signature table, the question-winning table, the test gain table is collected with the data collection tools and analyzed by the document review technique, and the quantitative data is collected by the personal information form and note line and analyzed by the detective correlation method using the techniques of Spearman Brown Correlation, True Regression, Mann Whitney U and Kruskal Wallis. Teacher-made examinations and central examinations are at the same level of scope validity, the high level of relationship between the students' points they receive from the two tests, the most considered achievement in the tests is observed as "successful in real numbers". The influence of the gender factor on the scores of the teaching-made examinations is revealed while the gender has no meaningful influence on the central examination scores. The importance that teachers training institutions, teachers service educational institutions and institutions preparing central examinations give to the scope of validity should be increased, the necessary training should be applied and the validity of the examinations should be focused. In addition, alternative measurement tools should be used, except for the already selectively test, to correctly and fully measure the skills and achievements that are desired to be developed in the secondary mathematical program.