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220928 ||| eng |
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|a 9789264448056
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|a 9789264891500
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|a 9789264921238
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1 |
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|a Kitchen, Hannah
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|a OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Turkey
|h Elektronische Ressource
|c Hannah, Kitchen ... [et al]
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| 260 |
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|a Paris
|b OECD Publishing
|c 2019
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| 300 |
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|a 258 p.
|c 21 x 28cm
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|a Foreword -- The Turkish education system -- Improving teachers' classroom assessment practices -- Promoting national goals for student learning -- Executive summary -- Abbreviations and acronyms -- Using the evaluation system to promote better assessment and learning -- Assessment and recommendations -- Ensuring national examinations and assessments support learning
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| 653 |
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|a Education
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| 653 |
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|a Türkiye
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| 700 |
1 |
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|a Bethell, George
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|a Fordham, Elizabeth
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|a Henderson, Kirsteen
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b OECD
|a OECD Books and Papers
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| 490 |
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|a OECD Reviews of Evaluation and Assessment in Education
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|a /10.1787/5edc0abe-en
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|a oecd-ilibrary.org
|u https://doi.org/10.1787/5edc0abe-en
|x Verlag
|3 Volltext
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|a 370
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|a How can assessment and evaluation policies work together more effectively to improve student outcomes in primary and secondary schools? The country reports in this series provide, from an international perspective, an independent analysis of major issues facing evaluation and assessment policy to identify improvements that can be made to enhance the quality, equity and efficiency of school education. Turkey's education system stands out internationally as a success story. In recent decades, participation has been vastly expanded, becoming universal at lower levels of schooling and outperforming other middle-income countries in upper secondary education. However, the education system is also marked by disparities, with only around half of 15-year olds acquiring the essential competencies they need for life and work. This review, developed in co operation with UNICEF, suggests how student assessment can be used more effectively to better support all students to do well. It provides recommendations for enhancing teachers' classroom assessments, assessing a broader range of skills through national examinations and using the new national assessment to support improvements in learning and teachers' assessment practice
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