University Entrance Exam

This study explores the experiences of individuals with visual impairments in using Braille, its functions in their daily lives, and their societal expectations regarding Braille literacy. Employing a qualitative research design, the study adopts a phenomenological approach based on semi-structured interviews conducted with 15 Braille-literate individuals with visual impairments. Data were analyzed using content analysis and presented under three main themes. The findings reveal that participants acquired Braille at various ages and in different learning environments. While Braille plays a significant role in both individual and social contexts, multiple factors limit its usage. Braille offers critical advantages in terms of literacy, independence, and academic success; however, access to resources, educational gaps, and the impact of technological developments have contributed to a decline in its usage. The study also found that societal awareness of Braille remains low and supportive practices are insufficient. It emphasizes the need to strengthen educational policies, promote the use of assistive technologies, and enhance public awareness through media and educational initiatives to ensure the wider adoption of Braille.

This study examines the historical evolution, social justice movements, and contemporary challenges of reservation policies in Tamil Nadu. Rooted in early 20th-century reforms by the Justice Party and movements like Periyar's Self-Respect Movement, Tamil Nadu has pioneered expansive affirmative action measures aimed at addressing caste-based inequalities. The state's reservation framework, protected under constitutional safeguards, currently stands at 69%, spanning SC, ST, and backward classes, complemented by universal welfare programs such as midday meals and subsidized distribution systems that have significantly advanced health, education, and poverty alleviation. Recent legal debates, including Supreme Court rulings on internal reservations and the implementation of the EWS quota, highlight ongoing complexities in balancing caste-based affirmative action with socioeconomic criteria. Challenges persist in data accuracy, intra-caste tensions, and societal prejudices, especially amplified in digital spaces. The article explores policy debates on equity versus efficiency, emphasizing the need for data-driven, sustainable strategies that promote social cohesion while ensuring growth and administrative flexibility. Future directions advocate for targeted welfare, skill development, gender inclusion, and environmental sustainability. Tamil Nadu's experience underscores the importance of continuous policy innovation, societal engagement, and constitutional safeguards in realizing social justice goals. The findings contribute valuable insights into designing equitable, inclusive, and sustainable reservation frameworks, vital for inclusive development in India and similar socioeconomic contexts. The study investigates critical and swiftly emerging issues that are gaining prominence in our interconnected era, underscoring their importance in the contemporary global context.

This article covers the details of the Zero Mistake Program (ZMP) implemented for senior high school students at Stirling Schools in the regions of Iraq and Kurdistan while preparing for the ministry exams (wezary, baccalaureate). As a result of the findings, recommendations, and outcomes obtained during the preparation for these exams, which are a serious issue throughout the country, it has been shown that an easier path can be followed that can save both families and students from a great deal of trouble. Our work was supported by a methodology using both quantitative and qualitative data. The students' grades in mathematics at the end of the year, their mathematics mock exam grades at the end of the ZMP, and the official mathematics exam results they obtained from the ministry exam were compared. Our study was further supported by feedback from the students and their parents who participated in the ZMP. Our research was conducted among 12th-grade students at Erbil Nilufer Girls' High School. In summary, this article's details reveal the successful results achieved through the dedicated efforts of selfless teachers in the ZMP, which marks the culmination of various programs (Figure 2) spread over an academic year.

Bu çalışmanın amacı, üniversite birinci sınıf öğrencilerinin özel dershanelerde verilen matematik öğretimine yönelik görüşlerini ortaya koymaktır. Bu amaç doğrultusunda öğrencilere göre, özel dershaneler, iyi bir dershane öğretmeninin özellikleri, dershanelerdeki matematik öğretimi ve gidilen dershanenin beğenilen ve beğenilmeyen yanları belirlenmeye çalışılmıştır. Araştırmaya İstanbul ili sınırları içinde bulunan bir devlet üniversitesinin Matematik Öğretmenliği Anabilim Dalı'nın birinci sınıfında okuyan 46 öğrenci katılmıştır. Veriler açık uçlu sorulardan oluşan bir anket yardımıyla elde edilmiş ve nitel analiz yöntemleri kullanılarak analiz edilmiştir. Araştırmadan elde edilen verilere göre, öğrencileri dershanelere gitmeye iten pek çok neden vardır ve bunlardan en ilginç olanı sosyal çevrenin etkisidir. Ayrıca öğrenciler dershane matematiğini sorgulamaya yer vermeyen, çok soru çözümüne dayalı pratik ve kısa çözüm yollarının öğretildiği ezberci bir matematik olarak nitelemektedir.

Bu çalışmanın amacı, üniversite birinci sınıf öğrencilerinin özel dershanelerde verilen matematik öğretimine yönelik görüşlerini ortaya koymaktır. Bu amaç doğrultusunda öğrencilere göre, özel dershaneler, iyi bir dershane öğretmeninin özellikleri, dershanelerdeki matematik öğretimi ve gidilen dershanenin beğenilen ve beğenilmeyen yanları belirlenmeye çalışılmıştır. Araştırmaya İstanbul ili sınırları içinde bulunan bir devlet üniversitesinin Matematik Öğretmenliği Anabilim Dalı'nın birinci sınıfında okuyan 46 öğrenci katılmıştır. Veriler açık uçlu sorulardan oluşan bir anket yardımıyla elde edilmiş ve nitel analiz yöntemleri kullanılarak analiz edilmiştir. Araştırmadan elde edilen verilere göre, öğrencileri dershanelere gitmeye iten pek çok neden vardır ve bunlardan en ilginç olanı sosyal çevrenin etkisidir. Ayrıca öğrenciler dershane matematiğini sorgulamaya yer vermeyen, çok soru çözümüne dayalı pratik ve kısa çözüm yollarının öğretildiği ezberci bir matematik olarak nitelemektedir.

El presente artículo forma parte de la investigación desarrollada en el proyecto Paulex Universitas con la intención de obtener información sobre los ítems más aceptados por los profesores de 2º de Bachillerato de cara al inicio de la fase de pruebas para examinar la viabilidad de la puesta en funcionamiento de la Prueba de Acceso a la Universidad (PAU) asistida por ordenador en España y, más específicamente, los siguientes aspectos: la posibilidad de automatización de la prueba, las tipologías de ejercicios más populares entre los profesores y la relación entre las mismas. Un total de 214 profesores respondieron a un cuestionario diseñado según el método Delphi, destinado a averiguar la tipología de ejercicios preferida en relación a las destrezas a evaluar. En lo referente a la automatización de la prueba, los datos obtenidos muestran la aceptación de una nueva versión del test de inglés de la PAU por parte de los profesores. En cuanto a las tipologías de ejercicios, las preferida...

Aim: Social hierarchy influences behavior across species, including humans, and its formation depends on cognition, social memory, and reinforcement learning processes. The ability to learn from feedback is essential for successful interactions within social environments. Differences in social dominance can significantly impact various aspects of cognition and behavior. The present study aimed to compare the behavioral performance of individuals with high and low social dominance in learning from positive and negative feedback. Method: An initial sample of 186 individuals completed the State-Trait Anxiety Inventory and the dominance subscale of the Jackson Personality Inventory online. Based on these assessments, 34 individuals were purposively selected, with 19 assigned to the high social dominance group and 15 to the low social dominance group. Both groups completed a probabilistic learning task individually. Behavioral data were analyzed using mixed ANOVA. Results: No significant differences were observed between the high and low social dominance groups in reaction time or response accuracy when learning from positive and negative feedback (p > 0.05). However, in both groups, response accuracy was significantly higher when learning from negative feedback compared to positive feedback (p < 0.05). Conclusion: The findings suggest that negative feedback enhances response accuracy in both high and low social dominance groups. This highlights the role of negative reinforcement in guiding learning and decision-making across different levels of social dominance.

The gender wage gap has violated the principle of equality and non-discrimination and the principle of equal pay. In this regard, the International Labor Organization, while recognizing and emphasizing the principle of equal pay for work of equal value in its conventions and recommendations, has conducted research and prepared a report in this field as well. This guide can provide appropriate and necessary policy recommendations to governments. It should be emphasized that the gender wage gap represents a very broad problem, both in societies and in the labor market, that cannot be solved individually. Research has shown that gender pay equity should be pursued through a policy program that promotes an inclusive and transparent labor market alongside the application of the principle of pay equity. Women's economic empowerment has obvious positive consequences for women's agency, freedom, and social and political empowerment. Unequal wages during working years have their effects on gender inequality throughout life, and lower income reduces women's economic independence throughout life, and Its consequences are evident in old age in salaries and income during retirement. The present study, with a descriptive-analytical method, aims to analyze the causes and factors affecting the gender wage gap; Because eliminating the gender pay gap depends on knowing how and to what extent such gaps exist. The results indicate that the factors affecting the gender wage gap are rooted in the human capital model and the discrimination model, which each explain a part of the gap.

Bir toplumda uygulanan yenilikler belli bir sure sonra baska toplumlarda da uygulamaya konulmaktadir. Politikalarin bolgeler, ulkeler ve sehirler arasinda yayilmasini aciklayan  farkli  yayilma modelleri bulunmaktadir. Bunlarin icinde bolgesel yayilma modeli, politika yapicilarin mevcut problemlere donuk cozumler veya yenilikler icin ayni cografi bolgeyi paylastigi komsu ulkelerden etkilenmesini ifade etmektedir. Ozellikle iletisim ve ulasim teknolojilerinin zayif ve ilkel oldugu donemlerde bolgesel yakinlik ve komsuluk toplumlararasi etkilesimin en temel dinamigi ve kanalidir. Bu calismada Cin’de yapilan ve daha sonra cevre ulkeler Vietnam, Kore ve Japonya’ya da yayilan burokrasi sinavlarinin bolgesel yayilma modeli ornegi oldugu ileri surulmektedir. Cin’in 605 yilinda ilk kez uyguladigi burokrasi sinavlari, yedinci yuzyildan itibaren Japonya’da, 958 yilinda Kore’de, 1075 yilinda ise Vietnam’da uygulanmaya baslanmistir.  Bu calismada da Japonya, Kore ve Vietnam’da uygulanan Cin bur...

Pearson Test of English Academic (PTE Academic), a high-stakes English language proficiency test, underwent substantial revisions in 2021. The test duration was reduced from 3 h to 2 h by reducing specific task numbers and sections. This study investigates the impact of these changes on teachers' perceptions and teaching practices, areas previously underexplored in language assessment literature. It focuses on the implications of the test's modifications, examining the face validity and washback effects through the lens of teachers in mainland China. Semi-structured interviews with four experienced PTE Academic test trainers, who were familiar with both the original and revised test formats, reveals that the revised PTE Academic is perceived to maintain strong face validity, particularly noted in its academic authenticity, balanced skill structure, and perceived result accuracy. Additionally, most teachers perceived an increase in test difficulty. A mixed washback effect was observed: while improvements in students' language competence-a positive outcome-were noted, teachers also reported a continued reliance on teaching test-oriented strategies for higher-scoring tasks, indicating negative washback. This study highlights the significant implications of reducing PTE Academic's duration and offers targeted recommendations for its future improvement. These suggestions aim to enhance students' academic language skills, thereby better aligning PTE Academic with the practical language abilities required in university settings.

In the digital world of the 21st century, learners seem to live a great part of their life online, so it is only natural to use these habits for the benefit of the learning process. However, several research studies have established that for many learners the digital world seems to be merely a source of entertainment and they are, therefore, not prone to utilizing it for the learning purposes. On the other hand, many educators increasingly rely on the digital world as an aid, resource, or learning environment, trying to “piggyback” on the learners’ digital habits. However, it seems that the best results are actually achieved through the blended approach, where part of the teaching process is done face-to-face and part of it is conducted via an online platform. To illustrate this, the paper presents a case of blended learning with the Edmodo learning platform, which is currently being used as part of the teaching process at the Faculty of Philosophy in Novi Sad in the preparatory classes for the entrance exam at the Department of English Studies. Namely, this department organizes classes where candidates who want to study English are prepared for the entrance exam, but due to heavy workload and not enough face-to-face hours, part of teaching and practice is done online. The authors of the paper have done extensive critical analysis of this platform, its potentials as well as drawbacks, which will be described in the paper alongside suggestions for improvement and ideas for a more efficient teaching process.

Key words: blended learning, Edmodo, entrance exam, preparatory classes, potentials, drawbacks.

que estaba prevista para 2012, diferentes posibilidades en cuanto a la informatización de dicha sección se analizaron en un esfuerzo por encontrar una propuesta viable para la evaluación de las destrezas orales y un estudio cualitativo se llevó a cabo con 286 participantes. Los resultados arrojaron luz en cuanto a la recepción inicial de las soluciones tecnológicas desarrolladas dentro de un sistema de gestión del aprendizaje y en cuanto a la viabilidad de la informatización de la sección oral de la prueba, mostrando que es posible implantar un examen de lengua extranjera asistido por ordenador y adaptado a las características y requisitos anunciados en relación al contenido, la facilidad de uso y la seguridad. Palabras clave Destrezas orales; prueba de acceso a la universidad; inglés como lengua extranjera; sistema de gestión del aprendizaje.

Esta obra se distribuye bajo licencia Creative Commons Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0) La Editorial Dykinson autoriza a incluir esta obra en repositorios institucionales de acceso abierto para facilitar su difusión. Al tratarse de una obra colectiva, cada autor únicamente podrá incluir el o los capítulos de su autoría.

Beklentiler ve Hedefler: Türk Edebiyatında Biyografi adlı dersin amacı; bir edebî tür olarak biyografinin edebiyatımızdaki tarihî gelişimini kavramak, değişimin izini sürmek, bu sahada yazılmış örnek eserleri tanımak, okumak ve incelemektir.

Background & Objective: Administered by the Iranian Center for the Measurement of Medical Education, national university entrance exams are administered nationwide where English constitutes a vital section. This study aimed to assess dimensionality, discrimination power and difficulty of English test items in this graduate entrance exam.
Material & Methods: This quantitative study examined 160 English test items administered to 41633 test-takers applying for graduate studies in Iranian universities of medical sciences in 2021, and reported the characteristics of test takers during three successive years (2019, 2020, and 2021). NOHARM software (version 4.0) was used to analyze the data by examining dimensionality of the tests reporting a two-parameter model.
Results: Generally, female participants outnumbered the male, with a similar pattern among the admitted participants (70% females vs. 30% males). A positively significant correlation was found between participants’ Grade Point Average and English test scores (p < 0.05). In 2021, the results of four administration sessions with a high reliability (i.e. 0.92, 0.88, 0.90 and 0.91) were analyzed separately. Two dimensionality parameters (i.e., difficulty & discrimination) fitted the model while the guessing parameter did not. English tests proved to be “difficult”, with either “high” or “very high” discrimination power. Neither “easy” nor “very easy” items were found. No items were associated with “no” or “very low” discrimination power.
Conclusion: Overall, the tests functioned well; however, more research is required to rigorously evaluate the exams. Improvements concerning the social and long-term effects of these tests are suggested.

que estaba prevista para 2012, diferentes posibilidades en cuanto a la informatización de dicha sección se analizaron en un esfuerzo por encontrar una propuesta viable para la evaluación de las destrezas orales y un estudio cualitativo se llevó a cabo con 286 participantes. Los resultados arrojaron luz en cuanto a la recepción inicial de las soluciones tecnológicas desarrolladas dentro de un sistema de gestión del aprendizaje y en cuanto a la viabilidad de la informatización de la sección oral de la prueba, mostrando que es posible implantar un examen de lengua extranjera asistido por ordenador y adaptado a las características y requisitos anunciados en relación al contenido, la facilidad de uso y la seguridad. Palabras clave Destrezas orales; prueba de acceso a la universidad; inglés como lengua extranjera; sistema de gestión del aprendizaje.

O artigo pensa, a partir de revisão bibliográfica, duas questões atinentes à presença da literatura no vestibular do Brasil: Como a literatura aparece no vestibular? Quais são as implicaturas disso para a educação básica? Pontua-se que a literatura no vestibular desenha para a educação básica: a) uma expectativa quanto a conteúdos e repertório; e b) um tratamento que rechaça a natureza subjetiva da leitura literária. Ao mesmo tempo, o exame delineia leitores-modelo e promove certos procedimentos em face do objeto literário. Problematizam-se essas considerações em face de processos educacionais levados a turno na contemporaneidade.

This study aimed at investigating differential item functioning (DIF) on the Special English Test of the Iranian National University Entrance Exam (INUEE). The effect of gender and subject area was taken into account. The study utilized oneparameter IRT model with a sample of 36000 students who sat for the INUEE Special English Test in 2004 and/or 2005. The findings confirmed the presence of DIF on this test. The cloze test indicated the lowest DIF whereas language function indicated the highest DIF. The results also revealed some general gender DIF patterns across the subject area. Females were favored on the three sections of grammar, language function, and the cloze test, whereas males were favored on the vocabulary and word order sections. The reading comprehension section favored males and females equally. It was also concluded that the item format alone could not explain DIF. In other words, it is the subject area or the interaction of the subject area and item format that det...

Türk eğitim sistemi içinde, öğrenciler yeterli olmadıkları derslerden eksikliklerini tamamlamak, test tipi sınavlara hazırlanmak, üniversiteye giriş sınavında daha yüksek puan alabilmek için okul dışı alternatif eğitim kurumu arayışında bulunmuşlardır. Eğitim sistemi içinde yer alan bu arayışlar ve sınav sistemleri dershaneleri zorunlu hâle getirmiştir. Bu sebeple araştırmada, doğrudan ve dolaylı işlevleri bakımından özel dershaneler ele alınmıştır. Çalışma 3 bölümden oluşmaktadır. Birinci bölümde sosyolojik işlevselcilik kavramına ve genel özelliklerine, ikinci bölümde dershanelerin doğrudan ve dolaylı işlevlerine yer verilmiştir. Çalışmanın üçüncü bölümünde ise uygulama sonuçlarına yer verilmiştir. Yöntem olarak dershaneye giden 300 öğrenciye 26 sorudan oluşan anket uygulanmıştır. Ayrıca hem bu öğrencilerle hem de öğrenci velileriyle mülakat yapılmıştır. Araştırmada sonuç olarak; dershanelerin üniversiteye hazırlanmada tek başına yeterli olmadığı ancak mevcut eğitim sistemi, sosyal, psikolojik ve ekonomik nedenler dolayısıyla tercih edildiği ortaya çıkmıştır.

Este articulo ha surgido de la colaboracion de un grupo de profesores del Departamento de Didactica de la Lengua y la Literatura de la Universidad de Valladolid, que se sienten implicados en contribuir a la consolidacion academica y cientifica de la Didactica de la Lengua y la Literatura como ambito del saber Se recogen los datos mas relevantes del analisis que --en una perspectiva epistemologica-- vienen realizando sobre la situacion de este area de conocimiento. El lugar de indagacion han sido las comunicaciones presentadas por un buen numero de profesionales sobre esta Didactica especifica, en el mareo de las reuniones cientificas promovidas por la Sociedad Espanola de Didactica de la Lengua y la Literatura. Las caracteristicas de dichas comunicaciones, por el campo al que afectan, tipo, tematica abordada, etc., permiten dar cuenta de las tendencias, cambios e invariantes mas notables, abriendo expectativas para un examen mas detenido y de repercusiones por tanto mas significativas.

Το έργο αυτό διατίθεται με άδεια Creative Commons Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Παρόμοια Διανομή 4.0 Διεθνές (CC BY-NC-SA 4.0). Προκειμένου να δείτε αντίγραφο της άδειας επισκεφθείτε: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.el Η μελέτη είναι διαθέσιμη ηλεκτρονικά στην ιστοσελίδα του Ε.Ο.Ε.: eoe.minedu.gov.gr

Το έργο αυτό διατίθεται με άδεια Creative Commons Αναφορά Δημιουργού-Μη Εμπορική Χρήση-Παρόμοια Διανομή 4.0 Διεθνές (CC BY-NC-SA 4.0). Προκειμένου να δείτε αντίγραφο της άδειας επισκεφθείτε: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.el Η μελέτη είναι διαθέσιμη ηλεκτρονικά στην ιστοσελίδα του Ε.Ο.Ε.: eoe.minedu.gov.gr

To what extent do high school students’ course grades align with their scores on standardized college admission tests? People sometimes make the argument that grades are “inflated”, but many school districts only use outcome-based descriptive methods for school evaluation. In order to answer that question, this paper proposes econometric models for panel data, which are less well-known in educational evaluation. In particular, fixed-effects and random-effects models are proposed for assessing student performance in university entrance examinations. School-level panel data analysis allows one knowing if results in college admission tests vary more between high schools than within a high school in different academic years. Another advantage of using panel data includes the ability to control for school-specific unobserved heterogeneity. For empirical implementation, official transcript data and university entrance test scores of Spanish secondary schools are used.

This study aimed at investigating differential item functioning (DIF) on the Special English Test of the Iranian National University Entrance Exam (INUEE). The effect of gender and subject area was taken into account. The study utilized oneparameter IRT model with a sample of 36000 students who sat for the INUEE Special English Test in 2004 and/or 2005. The findings confirmed the presence of DIF on this test. The cloze test indicated the lowest DIF whereas language function indicated the highest DIF. The results also revealed some general gender DIF patterns across the subject area. Females were favored on the three sections of grammar, language function, and the cloze test, whereas males were favored on the vocabulary and word order sections. The reading comprehension section favored males and females equally. It was also concluded that the item format alone could not explain DIF. In other words, it is the subject area or the interaction of the subject area and item format that det...

This study aimed at examining the issues affecting the use of IRT models in investigating differential item functioning in high stakes testing. It specifically focused on the Iranian National University Entrance Exam (INUEE) Special English Subtest. A sample of 200,000 participants was randomly selected from the candidates taking part in the INUEE 2003 and 2004 respectively. The data collected in six domains of vocabulary, grammar, word order, language function, cloze test and reading comprehension were analyzed to evaluate the applicability of item response theory (IRT; Embretson & Reise, 2000), including the use of IRT for assessing differential item functioning (DIF; Zumbo, 2007). Substantial model-data misfit was observed in calibrations using PARSCALE and BILOG MG software (Scientific Software International, 2004). Additional analysis through Xcalibre and Iteman 4 (Assessment Systems Corporation, 2010) suggested that item response theory, including IRT-based DIF analysis, is not applicable when the test administered is noticeably beyond the participants' level of capability, when the test is speeded, or if students are penalized for their wrong answers.

H ανεξάρτητη διοικητική αρχή με την επωνυμία «Εθνικός Οργανισμός Εξετάσεων» (ΕΟΕ) και διεθνή ονομασία «National Exams Organization», με έδρα την Αθήνα, αποτελεί επιτελικό επιστημονικό φορέα αρμόδιο για ζητήματα που αφορούν στις εξετάσεις εισαγωγής στην τριτοβάθμια εκπαίδευση. Αποστολή του Οργανισμού είναι η υποστήριξη του Υπουργείου Παιδείας και Θρησκευμάτων για τη διασφάλιση της υψηλής ποιότητας των εξετάσεων εισαγωγής στην τριτοβάθμια εκπαίδευση. Οι έρευνες και μελέτες του ΕΟΕ στηρίζονται στα δεδομένα της αποτύπωσης, καθώς και στην εύρεση και αξιοποίηση βέλτιστων πρακτικών από τα διάφορα εξεταστικά συστήματα για την πρόσβαση στην τριτοβάθμια στον ελλαδικό, ευρωπαϊκό και διεθνή χώρο. Οι έρευνες αυτές εμπίπτουν σε τρεις διακριτούς ερευνητικούς κύκλους, ήτοι: Εξεταστικά συστήματα στις χώρες της Ευρώπης, Ελληνικό εξεταστικό σύστημα και Ολιστική θεώρηση του συστήματος των Πανελλαδικών Εξετάσεων. Οι έρευνες αυτές αποτελούν παραδείγματα σύνδεσης του σχολείου με την τριτοβάθμια εκπαίδευση μέσω των εξετάσεων πρόσβασης. Στη συνέχεια γίνεται αναφορά στον μελλοντικό σχεδιασμό του ΕΟΕ με γνώμονα την ενίσχυση της σύνδεσης ανάμεσα στο σχολείο και την τριτοβάθμια εκπαίδευση μέσω των εισαγωγικών εξετάσεων στην Ελλάδα και διεθνώς.

The Mathematics Problem Solving (MPS) and Mathematics Concepts (MC) subtests of the Iowa Tests of Basic Skills were investigated for content and psychometric item bias at grades 3, 6, and 8. A small proportion of items were identified in each subtest which significantly favored either males or females. No skill classification, item content or location trends could be found for the mathematics subtests at each grade level. Across the grade levels, items in the M C subtest favored males for grades 3 and 6, but females were favored at grade 8. The procedure used in the study is generalizable to other groups (minority or grade levels). Test consumers have the right to know whether the test they use is fair for selected groups of students. Results from empirical investigations should appear in the Test Manual that accompanies the test battery.

Instructors have to make important decisions regarding the type of assessment that will finally be implemented when producing online learning materials, since this has a noticeable effect in terms of the methodology, the approach, and the attitude of all the actors involved (Goertler, 2011). This study investigates students' perception of tutor assessment and self-assessment in an online upper-intermediate level English course (described in Martínez-Sáez, 2015) and testing tool (described in Sevilla Pavón, 2013). After the implementation of these learning resources through the online authoring tool and content manager InGenio 4 , 95 students participated in the study conducted for the validation stages. The statistical analysis of the data gathered by means of questionnaires showed that the students highly appreciated the freedom to learn at their own pace offered by these two modalities which can contribute to autonomous progress and learning.

Instructors have to make important decisions regarding the type of assessment that will finally be implemented when producing online learning materials, since this has a noticeable effect in terms of the methodology, the approach, and the attitude of all the actors involved (Goertler, 2011). This study investigates students' perception of tutor assessment and self-assessment in an online upper-intermediate level English course (described in Martínez-Sáez, 2015) and testing tool (described in Sevilla Pavón, 2013). After the implementation of these learning resources through the online authoring tool and content manager InGenio 4 , 95 students participated in the study conducted for the validation stages. The statistical analysis of the data gathered by means of questionnaires showed that the students highly appreciated the freedom to learn at their own pace offered by these two modalities which can contribute to autonomous progress and learning.

Language instructors who adopt the role of materials writers in order to provide their students with more accurate tailor-made learning resources usually start by closely examining their learners’ needs and demands, as well as the distinctive features of the teaching context or situation in which those materials are going to be implemented. This idea is especially relevant when the linguistic resources are developed to be used by future engineers who access them to practice and learn a language that will have a dominant presence in their future working environment. This is a fact that encouraged the authors to design an online upper-intermediate level English course which incorporates relevant language resources directly linked to the disciplines and contents covered by their students’ university undergraduate degrees. The course is known as the InGenio FCE Online Course & Tester (Universidad Politecnica de Valencia, 2011).The article illustrates how language instructors try to expl...

La evaluación de la competencia lingüística para acceder a la universidad en España se modificó en el año 2009 y, actualmente, se trata de un tema social y académico de interés debido a las continuas propuestas para sus características y su diseño. El presente estudio tiene el objetivo de analizar la validez interna de la prueba de Lengua Extranjera-Inglés de la Evaluación para el Acceso a la Universidad que se ha diseñado y se ha aplicado en la Comunidad de Madrid en el año 2021. Para ello, se plantea un diseño no experimental y transversal de carácter descriptivo. Se aplicó la prueba de Lengua Extranjera-Inglés a 4,243 aspirantes a los estudios superiores universitarios en el mes de junio de 2021, de los cuales 3,746 resultaron válidos para el presente estudio. Se llevaron a cabo análisis estadísticos descriptivos, análisis de la fiabilidad y el empleo del Modelo de Rasch para la comparación de puntuaciones obtenidas por los aspirantes en la prueba a través de un Mapa de Wright que muestra la distribución de los niveles de dificultad de los ítems. Los resultados aportan evidencias sobre la calidad técnica de la prueba de Lengua Extranjera-Inglés. Se observa que las preguntas de verdadero/falso podrían estar mostrando dificultades técnicas por ser los ítems más sencillos, así como los de la localización de vocabulario que, por el contrario, resultarían ser los más complejos. Asimismo, a pesar de que la fiabilidad es adecuada, la disparidad de resultados en las preguntas que demandan destrezas en la expresión escrita sugiere que deben plantearse instrumentos de evaluación analíticos y objetivos. Los resultados sugieren la necesidad de un replanteamiento de los ítems, así como la evaluación de todas las destrezas lingüísticas para dar respuesta al Marco Común Europeo de Referencia para las Lenguas. Palabras clave: validez, pruebas externas, acceso a la universidad, lengua extranjera, lengua inglesa Internal validation of the EvAU English test in the Comunidad de Madrid ABSTRACT: The assessment of linguistic competence for access to university in Spain was modified in 2009 and is currently a social and academic topic of interest, as proposals are constantly being made regarding its characteristics and design. The aim of this study is to analyze the internal validity of the foreign language proficiency assessment test for university entrance in the Madrid region in 2021. It is a non-experimental cross-sectional study with descriptive character. The foreign language test for English was used with 4,243

To what extent do high school students’ course grades align with their scores on standardized college admission tests? People sometimes make the argument that grades are “inflated”, but many school districts only use outcome-based descriptive methods for school evaluation. In order to answer that question, this paper proposes econometric models for panel data, which are less well-known in educational evaluation. In particular, fixed-effects and random-effects models are proposed for assessing student performance in university entrance examinations. School-level panel data analysis allows one knowing if results in college admission tests vary more between high schools than within a high school in different academic years. Another advantage of using panel data includes the ability to control for school-specific unobserved heterogeneity. For empirical implementation, official transcript data and university entrance test scores of Spanish secondary schools are used.

Τα στοιχεία που παρουσιάζονται στο παρόν Συνοπτικό Στατιστικό Δελτίο (Data Brief) του ΚΕΠΥ περιγράφουν την πορεία υποβάθμισης των υλικών όρων που εξασφαλίζουν την καλή λειτουργία και αναπαραγωγή της δημόσιας Ανώτατης Εκπαίδευσης, ώστε να διευκολυνθεί η ιδιωτικοποίησή της, αναδεικνύοντας τη χρόνια υποστελέχωση των δημόσιων πανεπιστημίων, την πολυετή χρηματοδοτική τους εγκατάλειψη, την μετακύλιση του βάρους της χρηματοδότησης της τριτοβάθμιας εκπαίδευσης στα νοικοκυριά -γεγονός που επιβαρύνει δυσανάλογα τις χαμηλές εισοδηματικές τάξεις- και την πολυετή προσπάθεια δημιουργίας μιας κερδοφόρας αγοράς, αρχικά, στον κλάδο της μεταλυκειακής και, τώρα, της ανώτατης εκπαίδευσης, η οποία θα λειτουργεί σε ένα ενιαίο πλαίσιο ανταγωνισμού με τα εμπορευματοποιημένα δημόσια πανεπιστήμια. Η παρούσα έκδοση του ΚΕΠΥ φιλοδοξεί να αναδείξει την επείγουσα ανάγκη για αντιστροφή αυτής της πορείας ιδιωτικοποίησης της ανώτατης εκπαίδευσης στην Ελλάδα, τόσο διά της εγκατάλειψης των όποιων σχεδιασμών για παράκαμψη/κατάργηση του άρθρου 16 του Συντάγματος όσο και διά της αποκατάστασης του κοινωνικού χαρακτήρα της ανώτατης εκπαίδευσης, μέσω της αποκατάστασης της δημοκρατικής λειτουργίας και του δωρεάν χαρακτήρα των δημόσιων ΑΕΙ και της ολόπλευρης ενίσχυσής τους σε ανθρώπινο δυναμικό και χρηματοδοτικούς πόρους.

The purpose of the present study was twofold: (a) First, it examined fairness of Special English Test (SET) of Iranian National University Entrance Exam (INUEE) by analyzing Differential Item Functioning (DIF) with reading comprehension section of this test (b) second, it explored test takers' attitudes towards possible sources of unfairness and DIF. In the quantitative part of the study the data from 10000 test takers (6820 females and 3180 males) were analyzed for gender DIF using Mantel-Haenszel (MH) technique. It was revealed that only 6 items in the reading comprehension skill showed DIF. Further analysis manifested that the effect size of DIF for all six items were category A or negligible. Moreover, qualitative interview results indicated that learners generally considered the test a fair one while some potential sources of bias such as topic familiarity, multiple-choice format of the test, topic interest, passage length, and complex structure of test items were mentioned.

Matematik kaygısı, öğrencilerin matematiksel işlem ve problemlerin çözümünde yaşadıkları zihinsel bozukluk, gerginlik veya tedirgin olma durumudur. Matematik kaygısı bilişsel ve duyuşsal öğeleri içerdiğinden öğrencinin kaygı ile mücadele etme gücüne göre bu durumda verdiği tepki, performansını ve matematik öğrenmesini etkileyecektir. Öğrenci kaygı ile baş edebilirse problemlerin üstesinden gelebilir, aksi takdirde kaygıyı kontrol edebilme yeterliğine sahip değilse performansı azalabilir. Literatürde matematik kaygısı öğrenci öğrenmesinde bir engel olarak görüldüğünden bunların tespit edilmesi ve giderilmeye çalışılması gerekmektedir. Bu doğrultuda çalışmanın amacı ortaokul 6., 7. ve 8. sınıf öğrencilerinin matematik dersine yönelik kaygıları ve kendi görüşlerine göre dersi değerlendirmelerini incelemektir. Nitel araştırma yöntemlerinden durum çalışması olarak tasarlanan araştırmada çalışma grubunu 6. sınıf 36 öğrenci, 7. sınıf 19 öğrenci ve 8. sınıf 17 öğrenci olmak üzere toplam 72 öğrenci oluşturmaktadır. Öğrencilerin matematik dersine yönelik kaygılarını ve dersi değerlendirmelerini incelemek için 10 açık uçlu sorudan oluşan bir görüş formu uygulanarak ilk dört soru betimsel analiz ile incelenmiştir. Araştırmanın bulgularına göre; sınıf seviyesi arttıkça matematik kaygı düzeyinin arttığı gözlenmiştir. Özellikle 7. ve 8. sınıf öğrencileri kavramların zorlaşmasıyla 6. sınıf öğrencilerine göre daha fazla matematik kaygısı yaşamaktadır. 6. sınıf öğrencileri matematik dersinde dersi anlama durumuna göre kendilerini ifade etmekte ve olumlu veya olumsuz duygular yaşamaktadır. 7. sınıf öğrencileri derste daha çok sorun yaşayarak kaygılanmaktadır. 8. sınıf öğrencileri ise sınav kaygısı nedeniyle derste zorlanarak kötü hissetmekte ve sıkılmaktadır. Bu nedenle öğrencilerin matematik dersine yönelik olumlu deneyim yaşayabilecekleri öğrenme ortamları oluşturularak matematiği sadece ders olarak değil, hayatın içine katarak öğrendikleri kaygılarını yenebilmeleri için fırsatlar sağlanabilir.

Matematik kaygısı, öğrencilerin matematiksel işlem ve problemlerin çözümünde yaşadıkları zihinsel bozukluk, gerginlik veya tedirgin olma durumudur. Matematik kaygısı bilişsel ve duyuşsal öğeleri içerdiğinden öğrencinin kaygı ile mücadele etme gücüne göre bu durumda verdiği tepki, performansını ve matematik öğrenmesini etkileyecektir. Öğrenci kaygı ile baş edebilirse problemlerin üstesinden gelebilir, aksi takdirde kaygıyı kontrol edebilme yeterliğine sahip değilse performansı azalabilir. Literatürde matematik kaygısı öğrenci öğrenmesinde bir engel olarak görüldüğünden bunların tespit edilmesi ve giderilmeye çalışılması gerekmektedir. Bu doğrultuda çalışmanın amacı ortaokul 6., 7. ve 8. sınıf öğrencilerinin matematik dersine yönelik kaygıları ve kendi görüşlerine göre dersi değerlendirmelerini incelemektir. Nitel araştırma yöntemlerinden durum çalışması olarak tasarlanan araştırmada çalışma grubunu 6. sınıf 36 öğrenci, 7. sınıf 19 öğrenci ve 8. sınıf 17 öğrenci olmak üzere toplam 72 öğrenci oluşturmaktadır. Öğrencilerin matematik dersine yönelik kaygılarını ve dersi değerlendirmelerini incelemek için 10 açık uçlu sorudan oluşan bir görüş formu uygulanarak ilk dört soru betimsel analiz ile incelenmiştir. Araştırmanın bulgularına göre; sınıf seviyesi arttıkça matematik kaygı düzeyinin arttığı gözlenmiştir. Özellikle 7. ve 8. sınıf öğrencileri kavramların zorlaşmasıyla 6. sınıf öğrencilerine göre daha fazla matematik kaygısı yaşamaktadır. 6. sınıf öğrencileri matematik dersinde dersi anlama durumuna göre kendilerini ifade etmekte ve olumlu veya olumsuz duygular yaşamaktadır. 7. sınıf öğrencileri derste daha çok sorun yaşayarak kaygılanmaktadır. 8. sınıf öğrencileri ise sınav kaygısı nedeniyle derste zorlanarak kötü hissetmekte ve sıkılmaktadır. Bu nedenle öğrencilerin matematik dersine yönelik olumlu deneyim yaşayabilecekleri öğrenme ortamları oluşturularak matematiği sadece ders olarak değil, hayatın içine katarak öğrendikleri kaygılarını yenebilmeleri için fırsatlar sağlanabilir.

The main purpose of this study was to examine the effectiveness of the items of the 2014/15 university entrance examination of the English language based on the parameters of facility value and discrimination index. The study has used a descriptive research design concerned with the quantitative methods which reveal the statistical result of the exam. The data were collected from the database of the National Educational Assessment and Examination Agency (NEAEA). The study covered all of the 120 items of the Ethiopian University Entrance Examination (EUEE). One-fourth of the examinees' i.e. 40,400 examinees' results were taken for analysis. Secondary data was also used in the analysis process. The collected data were analyzed quantitatively. Within the two main parameters of item analysis, namely, item facility value and discrimination index of the study; the items were categorized into four ranges based on their effectiveness. Findings of the study revealed that 33 items were very difficult, and 27 items were not discriminating at all. The findings revealed that high numbers of the EUEE examination items were not functioning as expected, which directs many items to be either discarded or improved. This meant the yearly implementation of post-test item analysis is required for better preparation of functional standardized exam preparation for the next periods.

Among the current trends in education is the mobile learning. Various tools are made available and used to develop electronic learning materials for learners. This study aimed to produce electronic learning materials and evaluate their quality based on the ISO 9126 model. Specifically, this study sought answers to the following questions: 1) what are the characteristics of the produced software as to functionality, usability, efficiency, and portability?, and 2) what is the evaluation of students on the quality of the produced software as to functionality, usability, efficiency, and portability? For software development, this study employed evolutionary prototyping while evaluation for the descriptive aspect of the study. The produced software was developed using the Adobe Flash Professional CS6. The produced materials provide additional benefits among Windows users as well as to Android enthusiasts. The overall evaluation of the students on the quality of the produced software was "good".

This case analysis aims to express dialogically the perceptional importance of the functions of visuals in children's comprehension and interpretation of the implicit messages beside the plain meanings in a news text that they can read and the way wars are presented in the media. The participants of the research are six children attending the 4 th grade of a primary school in Istanbul. The research data were collected through focus group interview questions and document analysis. The data collected were put to discourse analysis. The results obtained by analysing the news text showed that it was written in a style for children understanding and also emphasised that Turkey is a benevolent country. Thus, the text maybe said to be regardful childhood reality and that was relative to children. It was found on analysing the data that wars caused restricted lives and lives of austerity, loss of right to live, racism and discrimination, inequality between children of war and other children, several obligations and violations of children's rights. The participants empathised goodness were also the right of children of war by giving examples from their own lives. They were observed to use first person singular and plural subjects in their sentences and thus to prioritise themselves but to use words with negative meanings while talking about wars in order to state that they were against wars. Such words as "rights", "humans" and "children" available in the participants' sentences indicated that the participants emphasised their demands for equality for all children. The worn-out clothes of people in war, homeless people and their dreams for homes and finally their immigration were reflected into the participants' discourse about cartoons which were associated with news texts.

Innovations applied in a society are put into practice in other societies after a certain period of time. There are different models of this interaction pattern in the form of policy transfer. The regional policy diffusion model implies that policy makers are influenced by neighboring countries sharing the same geographical region for solutions to existing problems or innovations. Especially when communication and transportation technologies are weak and primitive, regional closeness and neighborhood are the most basic dynamic and channel of inter-communal interaction. This study suggests that Chinese bureaucracy exam that later applied in the surrounding countries, Vietnam, Korea and Japan, is an example of regional policy diffusion model. The bureaucracy exams that China first applied in 605 began to be applied in Japan in the seventh century, in Korea in 958, and in Vietnam in 1075. The examination system which abolished in China in 1905, was removed in Japan in the tenth century, Korea in 1894, and Vietnam in 1919. The aim of the study is to evaluate the implementation of Chinese bureaucracy exams in Japan, Korea and Vietnam as an example of regional policy diffusion. Thus, it is aimed to increase the awareness of the bureaucracy exams in Turkey, which can be regarded as an early example of policy transfer, to contribute public policy (especially education policy) and East Asian studies.