Reflections of changes in the exam system on the school ecosystem: A review from the perspective of school stakeholders

This thesis aims to examine how primary education stakeholders—including teachers, school administrators, students, and parents—perceive the exam practices implemented at the primary level, as well as the amendments introduced by the Ministry of National Education's Regulation on Measurement and Evaluation, which was published in the Official Gazette No. 32304 on September 9, 2023. Furthermore, the study seeks to determine how these changes affect the educational process and in what ways. To achieve this aim, qualitative research methods were employed. Two different data collection tools were utilized: semi-structured interview forms for teachers, parents, and administrators, and a metaphor form designed for students. The study was conducted using the maximum variation sampling method during the 2023–2024 academic year in Muş province and its districts. Participants included 20 teachers from various disciplines working at the primary and lower secondary levels, 20 parents whose children are enrolled in these levels, 110 students from both primary and lower secondary schools, and 10 school administrators, totaling 160 individuals. The findings reveal that while there are shared perspectives among students, teachers, administrators, and parents regarding the concept of "examination," there are also notable differences in their views. Based on the results, it can be concluded that school stakeholders emphasize the need for a more collaborative, student-centered, and process-oriented assessment system grounded in consistency and coherence.