International Conference on Education and E-Learning, Makkah, Suudi Arabistan, 15 Şubat 2020
The purpose
of this study is to evaluate mathematics questions on a national exam (i.e., TEOG)
and an international exam (i.e., Program for International Student Assessment [PISA])
within the context of teaching principles. A survey model was used as the research
model. The sample comprised 20 academics of the department of mathematics
education of several universities in Turkey and 100 mathematics teachers of secondary
schools affiliated with the Ministry of National Education. Qualitative and
quantitative data were collected: the former by document analysis, and the
latter by questionnaires. The PISA questions were more relevant to teaching
principles compared with the TEOG questions. In conclusion, the PISA questions were
in line with the principles of actuality and closeness to existing life,
whereas the TEOG items were more in line with the principles of clarity. In
addition, differences were observed in the tests’ degrees of difficulty. The PISA
mathematical literacy comprises items at the analysis and synthesis level that require
higher-order skills and multiple skills, have high discrimination power, and
are related to daily life, whereas the TEOG comprises standard items at a beginner
level that can be solved using algebraic operations, have low discrimination
power, and are unrelated to daily life. Based on the results of the study
recommendations are as follows: national exams should include questions that require
high-level skills and improve reasoning skills, and the activities that address
the high-level skills and are related to daily life problems (e.g., activities
in PISA and TIMMS) should be used in curriculums and written exams.