The comparison of match lesson TEOG examination with teacher exams according to some variables

In this research, Ministry of National Education's TEOG and teacher examinations' under Secondary Education Transition System which have been started to apply for the first time in 2013-2014 academic year, identifying the content validity and comparing each other, relationship between the scores of these exams, teachers' gender and lenght of service factors effect on TEOG and teacher exams and teacher exams content validity, analysing if there is a predictive effect of teacher exams content validity's on TEOG and teacher exam scores, have been aimed. The research is a descriptive study of quantitative and qualitative research methods were used. To research, 40 schools from Düzce have been choosed by stratified sample way to provide the maximum variation consider to the SBS scores of last year, including these schools, 40 teacher's 1. Examination sample of math lesson for qualitative working, 1848 student's TEOG and teacher exam scores and teacher's gender and lenght of service informations for quantitative working have been involved. This descriptive research's datas, prepared symptom chart, question- acquisition chart, examination acquisition chart, personal information form and score form have been collected with data collection tools, situation working has been done with document investigation method for the qualitative datas, explorative correlation method, Spearman correlation, linear regression, Mann Whitney U and Kruskal Wallis technics have been used for the quantitative datas. In the result of the research, • While teacher exam's content validity average is %72, TEOG exam's content validity rank is %73, • While the most considered acquisition is "Able to multiple the exponent numbers." on the teacher exams and TEOG examination, the less considered acquisition is "Able to make histogram.", • From the skills which wanted to develop by the Secondary Education Math Program, the most considered skill is "Solving problem", • There is a high level relation between teacher exam scores and TEOG examination, • Teacher's gender factor does not indicate a significant variation on teacher exams content validity and TEOG examination scores, but makes a variation on teacher's exam scores and this variation reveals that male teacher's scores are higher, • Teacher's lenght of service factor indicates a significant variation on teacher exams content validity while the variation direction is teachers who have seniority for 11-22 years, and variation direction is teachers who have seniority for 6-10 years it makes a significant difference on TEOG examination and teacher exams, • Teacher exams content validity does not make a predictive effect on TEOG examination and teacher exam's scores have been resulted. In the result of study, teachers should improve their qualifications about measurement and evaluation specifically on contents validity, skills which wanted to develop and given by secondary education math program and test's qualification for measurement should be reviewed, more effective measurement tools should be used, the qualifications about the secondary education math program's skills on teachers should be improved, feedbacks should be given about the exam's content validity and the consistency with TEOG examination to teachers and should be wanted to improve theirself at the same time. Key Words: TEOG, SBS, Content Validity, Examination Scores