evaluating the language and literary skills of Turkish high school students in relation to the requirements of the IB Diploma Programmed

Abstract

The language and literature proficiency of Turkish secondary school pupils was evaluated in accordance with the criteria set forth for the Turkish A1 course of the International Baccalaureate Diploma Programme (IBDP). This study set out to evaluate the standards used for language and literature instruction in Turkey and compare them to those used in other countries across the world. A comprehensive review of the relevant scholarly works was done to ascertain the domestic and international benchmarks applied to language and literature training. The investigative team, made up of forty-three fourth-graders from secondary schools, set out to evaluate the pupils' knowledge of Turkish language and literature by comparing their written and spoken expression to international standards. The purpose of this working group's formation is to guarantee that every possible kind of sample is sufficiently represented. The evaluation criteria for the Turkish A1 course were used to create three different exams: two written exams and one oral exam question. The study group was in charge of completing each of these three tests. When analysing the response papers, three experts used document analysis as their qualitative research methodology. The research findings indicate that there are differences in opinion among educators regarding the standards that should be applied when evaluating language and literature courses. Internationally acknowledged benchmarks show that language and expressive skills of pupils in their twelfth year of schooling are often scored five or six on a ten-point scale. There are clear gender differences since female students are more expressive and have higher language skills than their male counterparts. Furthermore, studies have shown that, in terms of overall performance, oral communication abilities are typically superior to written communication skills. Additionally, it has been seen that pupils provide their own analyses of a wide variety of literary works on their own.

Keywords: Teaching books and languages, the international baccalaureate program, the Turkish A1 course, and teaching