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This study analyzes the alignment between the educational policy of Turkey and high-stakes tests administered for students transitioning from secondary to high school. Research questions focus on the opinions of secondary school teachers about the alignment between transit exam questions and curricula, course books and materials, and their views on high-stakes testing. The research used a survey study model utilizing the triangulation design. A total of 109 teachers from six different majors working in Ankara participated in the study. An online survey consisting of eight questions was used to get teachers' opinions. The research question was analyzed using quantitative (percentages) and qualitative (content analysis) methods. Results showed that education serves dominantly for tests emphasizing a testing-oriented education system in the current Turkish learning and teaching process, which contrasts with education policy documents targeting 2023.

This article focuses on the IB-PYP curriculum and teachers' roles within IB-PYP. The Turkish national curriculum was used to contextualize the paper, and these two curricula have been presented comparatively. The comparison encompasses their respective scoping aims, models of curricular control, distinctive teacher roles, and assessment practices. Moreover, the study incorporates insights and viewpoints from PYP teachers who also had worked for long years in public schools following the national curricula, revealing their roles in the PYP system. Drawing from interviews with PYP teachers, this case study elucidates the contrasting approaches to establishing product-process control models within these educational frameworks, as seen through the lens of teacher roles. The analysis serves to enhance comprehension of the rationale behind the PYP programme and is anticipated to offer novel perspectives on the national curriculum. The findings from the study underscore notable disparities between the two curricula in terms of their scoping objectives, patterns of curriculum control, assessment methodologies, and teacher roles. Through the accounts and viewpoints of the interviewed teachers, it was deduced that the IB-PYP curriculum within the Didaktik perspective can serve as an inspiration for future Turkish national curricula. [ABSTRACT FROM AUTHOR]

This study analyzes the alignment between the educational policy of Turkey and high-stakes tests administered for students transitioning from secondary to high school. Research questions focus on the opinions of secondary school teachers about the alignment between transit exam questions and curricula, course books and materials, and their views on high-stakes testing. The research used a survey study model utilizing the triangulation design. A total of 109 teachers from six different majors working in Ankara participated in the study. An online survey consisting of eight questions was used to get teachers' opinions. The research question was analyzed using quantitative (percentages) and qualitative (content analysis) methods. Results showed that education serves dominantly for tests emphasizing a testing-oriented education system in the current Turkish learning and teaching process, which contrasts with education policy documents targeting 2023. [ABSTRACT FROM AUTHOR]

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