Examination and comparison of central exam (SBS-TEOG-LGS) mathematics questions applied in transition to secondary education within the scope of PISA mathematical literacy evaluation framework

The aim of this research is to categorize the mathematics questions in the LGS, TEOG and SBS central exams administered during the transition to secondary education between 2009-2023 according to the general content areas, mathematical processes and mathematical content areas determined within the scope of the PISA mathematical literacy assessment framework and to reveal the similarities and differences of these exams. The document review method, which is one of the data collection methods of qualitative research, was used in the research. A total of 380 questions, 100 of which were SBS, 160 of which were TEOG and 120 of which were LGS, were examined within the scope of the PISA mathematical literacy assessment framework. The obtained data were analyzed with the descriptive analysis technique. The result of the research is that there are great differences in terms of the distribution of contexts in the SBS and LGS exam mathematics questions and the TEOG exam mathematics questions according to the general content area. While it is possible to come across questions from every context type in the SBS and LGS exams, almost all of the questions in the TEOG exam have scientific context content. Although context diversity is provided in the SBS and LGS exams, this is not an equal distribution. In this respect, the LGS exam is more balanced than the other two types of exams. In addition, it is seen that the LGS exam has more mathematics questions related to daily life areas compared to the SBS and TEOG exams. According to the mathematical process; mathematical processes in the LGS exam have a more equal distribution compared to the TEOG and SBS exams. In addition, there is a clear use of more than one mathematical process in many of the LGS mathematics questions. The same situation is not common for the TEOG and SBS exams. In terms of the mathematical content area; it was determined that the distribution of mathematics questions was compatible with the achievement hours determined in the mathematics course curriculum during the period when the central exams were applied. The LGS and SBS exams are more compatible than the TEOG exam in this respect. In addition, the mathematical content area in the LGS exam is closer to an equal distribution compared to the SBS and TEOG exams.