Science Teachers’ Views on the Removal of the Transition from Primary to Secondary Education Exam

This study consists of two phases. The first phase offers an evaluation of the Transition From Primary to Secondary Education (TAFSED) Exam while the second phase explores science teachers’ views regarding the removal of the TAFSED. Within this context, the purpose of this research is to investigate the views of the Science Teachers about the TAFSED. The participants are 10 science teachers who are working at different secondary schools in Van province during 2017-2018 academic year. The research employs qualitative methodology and a special case study and uses semi-structured interviews as a data collection method. There were seven open ended questions in the interview protocol. Science teachers state that the TAFSED increased students' motivation, and the collaboration between among students, their teacher and parents. The teachers also point out the negative aspects of the exam; they argue that the exam is being used as a tool to assess the performance of teachers by the school administration; it creates a competitive environment, increases stress among teachers and weakens the social relations. Teachers have stated that the removal of the exam would create positive outcomes for the students and makes families be happy. On the other hand, some of the negative aspects of removing the exams are expressed as follows; it would create ambiguity regarding how students would be placed to in high schools, it might increase students’ motivation and it would create anxiety as all the expenses made by parents would be in vain