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    The case of composition questions in the examinations of Turkish lesson
    (Anı Yayıncılık, 2016) Taga, Tahir; Ünlü, Süleyman; Öztürk, Hüseyin
    Problem Statement: Writing is a skill area that is difficult to teach and evaluate. The fact that writing is a complex skill including many factors underlies on the basis of these difficulties. Such factors as grammar, writing and punctuation, language and expression, text linguistics and thinking skills, which are knowledge and skill areas all by itself, form wholeness through interaction in the writing process. Topics, types, methods of the writing are the decisive factors when reflecting on the students' competence. Thus, quality of the questions affects students' writing achievement in the exams. In the studies, it is not presented how the writing skill is addressed in assessment and evaluation that forms the final link of the teaching process. It is possible to determine the effectiveness of assessment and evaluation regarding writing skills and to correct the deficiencies if any, with the composition of the questions to be addressed from different angles. Purpose of Study: This study aims to identify the case of composition questions in the examination of secondary school Turkish lesson and the teachers' perceptions related to this issue. Method: In this study conducted in case study design, 18 schools have been identified through convenience sampling method. According to the method of document review, 432 exam papers were collected from these schools and eight of the teachers those preparing exams were interviewed. Findings and Results: The results obtained are as follows: In 52.08 percent of the exams, composition questions take place. A significant part of these questions require writing according to the method of guided writing. Teachers often did not specify the type of text to be written. In the questions that are specified with text types, event texts become prominent. According to the participants, lack of diversity in terms of writing methods in composition questions results from teachers' habits and unfollowing the latest developments. Conclusions and Recommendations: It can be argued that composition questions examined in the study are not adequate in terms of both quantity and quality. It can be said that writing methods and types learnt in the teaching process haven't been reflected in the evaluation process. Findings reveal that teachers act upon the concerns rather than objectives and attainments of the lesson when preparing exam questions and this causes misevaluation of writing skills of students. To evaluate students' writing skills properly, composition questions should be increased and enriched by teachers.
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    Correspondance level of exams intended for turkish lessons and course books with regard to text types
    (T.C. Milli Egitim Bakanligi, 2015) Öztürk, Hüseyin; Taga, Tahir; Ünlü, Süleyman
    In this research, it is aimed that the level of similarity among different text genres experienced by the students in the diverse process of Turkish lessons. In this context, in 8th grade, it was examined that taught in schools in three different publishing of textbooks, the five central examination made from 2009 until today and that 108 exam to which belong 18 school in 2012-2013 academic year in Isparta city center. While examining the documents mentioned, it is taken account of text intented for reading comprehension, which is at paragraph level and findings was sorted out acording to text genres. Also, it was asked to interpret from 10 teachers to clarify findings obtained from the exam paper. Their views contributed to explain the table concerning the exam paper. To sum up, informative texts make up most of the texts. Fictional texts and poem follows this respectively. The proportion of text types in the exam paper approximate central examination more than course book. It can be interpreted as mentality in the central examination have strong influnce in the exam paper more than course context.