An Evaluation of the Centralized Examination System in the Context of the Türkiye Century Maarif Model

Abstract

The theoretical foundation of the Türkiye Century Maarif Model (TYMM) is grounded in a holistic approach to education. Within the vision of the model, the incorporation of learning outcomes—particularly values and dispositions—into the processes of measurement and evaluation constitutes a highly complex endeavor. It is stated that the curricula in TYMM are prepared on the basis of the “Fundamental Principles of Turkish National Education” articulated in Article 2 of Law No. 1739 on National Education. In this study, the model’s approach to assessment and evaluation is examined in light of these fundamental principles. Within the model, assessment and evaluation are conceived as learning evidence and regarded as an inseparable and complementary component of instruction.
TYMM places virtue and morality at its core, conceptualizing individual values through actions within the framework of “virtue–value–action.” The evaluation of such higher-order thinking skills should not be confined to traditional, knowledge-based examinations. Increasing the diversity of questions in centralized examinations is considered essential for supporting students’ varied cognitive skills. Nevertheless, multiple-choice examinations, which primarily emphasize academic instruction at the national level, continue to prevail. A direct relationship exists between access to educational services and socio-economic status. The widespread practice of shadow education in Türkiye negatively affects equality of opportunity in education. The profile of secondary schools admitting students through competitive examinations typically consists of individuals with high academic achievement, drawn from socio-economically advantaged families, and selected within an intensely competitive environment. With the implementation of TYMM, no comprehensive transformation has yet been observed in the content of centralized examinations. The issue of equality of opportunity, which is among the Fundamental Principles of Turkish National Education, persists, creating a contradiction with the model’s central vision of cultivating competent and virtuous individuals.
The ultimate aim of TYMM is to foster competent and virtuous individuals. Accordingly, not only academic competencies but also learning evidence related to virtues—qualities morally esteemed—must be incorporated into assessment. The functions of honor councils and student award and disciplinary boards, which often remain symbolic in schools, should be strengthened; progression to higher levels of education should not be determined solely by academic achievement in formal courses. Achievements in clubs, social activities, fine arts, and sports should be rendered visible in their impact on centralized examinations. Transforming virtuous behaviors and areas open to development into observable and measurable learning outcomes is of critical importance for realizing the holistic vision of TYMM.