Student assessment with high-stakes tests and its reflection on teachers’ motivation to implement centralized educational objectives and the curriculum

The aim of this study is to evaluate the measurement method used in high stake tests, such as TEOG, YGS, LYS, applied throughout the country, to the application of the curriculum and their reflections on access to educational objectives. This study was designed in qualitative research design. The data were collected by semi-structured in-depth interview technique with 24 participants teaching in different branches at secondary and high school levels and analysed with content analysis. In parallel with the purpose of the research, the participants were asked to use the high-precision examinations prepared by classical (multiple-choice, gap-filling, or incorrect) and open-ended measurement methods; it was asked how the school curricula had an impact on the implementation and access to educational objectives. Results; demonstrates how the measurement methods used in the exams with a high degree of influence affect the teachers' ability to process their curriculum. Therefore, it shows that the measurement style used in the exams with high determinants prevents the motivation to be given in the shape or depth where the curriculum is determined centrally. In addition, these exams were found to be effective in determining the educational goals, and teachers showed that they were more positive than open-ended exams. Despite this, they stated that they have applied the measurement and evaluation concept which is valid for the students with high level of determination in the classes and they have to adapt the content of the school programs in the depth and width to be successful in these exams