Standardized testing for transition to high schools: teachers ́ perceptions of how national tests influence teaching and learning in middle schools english classes

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2019
Ekiz, Hatice
The purpose of this research study is to identify the impact of national tests on teaching and learning in middle school English classes through teachers’ perceptions. Through a phenomenological design, semi-structured interviews were used to gather data with 24 in-service teachers working in public and private middle schools in Denizli. The data were analysed through the emerging themes and codes within the scope of research questions. Similarities and differences between public and private middle schools and English teachers have also been analysed. The results showed that Transition to High School Exam (THSE) had an impact on both public and private school teachers’ curricular and instructional decisions as well as their evaluation of student performance. The topics, question form, target words and competencies in THSE are extensively studied and integrated into English lessons while non-tested topics and competencies are ignored in the public middle schools. On the other hand, some private schools participating in the study followed two different curricula for THSE and English for general purposes to meet the demands of the curriculum and the THSE. Teachers reported that THSE affected students’ emotions and attitudes, studying, and learning habits. Moreover, parents’ expectations in line with the THSE were found to create stress and anxiety for both students and teachers. The findings were further discussed and interpreted in relation to implications for practice and further research.

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Citation Formats
H. Ekiz, “Standardized testing for transition to high schools: teachers ́ perceptions of how national tests influence teaching and learning in middle schools english classes,” Thesis (M.S.) -- Graduate School of Social Sciences. Curriculum and Instruction., Middle East Technical University, 2019.