Evaluation of secondary Turkish language and literature teaching according to the international criteria (sample of Eskişehir province)

In this study, secondary Turkish language and literature teaching were evaluated according to the international criteria -in terms of curriculum, student products and teacher views-.Three different study groups were used in this study. Turkish Literature, Language and Expression course curriculums and International Baccalaureate Diploma Program (IBDP) Turkish A1 course curriculum were compared in terms of objectives, target/achievements and measurement evaluation processes in order to evaluate Turkish language and literature curriculum. 43 participant study group which were taken from 4th grade of high schools was created to evaluate written and oral expression skills of students gained from Turkish language and literature according to international criteria. The level of Turkish language and literature teaching according to international criteria and the views of teachers about the problems encountered during of achieving this level were obtained from 143 teachers who teach in high schools of Eskişehir city center -except vocational and private high schools. Within the scope of this research, document analysis techniques were used for curriculums and student?s written and oral expression skills, and questionnaire was used for teacher?s views. Findings related to Language and Expression, Turkish Literature, IBDP Turkish A1 course curriculum were given in tables, the findings of student?s skills in written and oral expression were given according to qualitative data analysis techniques, teachers? personal information were given as frequency and percentage. Whether there is a difference between teachers? views were checked by variance analysis and t test. The significance level was accepted as .05 in this research. According to the research results;1.Turkish Literature and Language and Expression course curriculum is similar with IBDP Turkish A1 course in terms of target/achievements; but measurement and evaluation of IBDP Turkish A1 course are more clear, detailed and objective.2.An association of Turkish language and literature teaching it was observed that common criteria are not used between teachers. In this sense subjective practice which changes from teacher to teacher emerges in evaluation of Turkish language and literature teaching.3.12th grade students? language and expression skills are between 5-6 from 10 points according to international criteria; however language and expression skills of girl students are better than boy students and oral expression skills of students are better than written skills in general according to international criteria.4.Turkish language and literature teachers think that language and literature skills of students from schools which take his students according to central examination are closer to international criteria than students from other types of schools. Also according to these teachers problems resulting from students are more effective in not achieving international criteria.Suggestions based on emerging problem and displayed by the researcher are given at the end of the research.Key Words: Turkish Language and Literature Teaching, Program evaluation, International Criteria, International Baccalaureate Diploma Program (IBDP) Turkish A1 Course