Author(s): Manolya ?IM?EK, Murat TUNCER,Melih D?KMEN
The purpose of this research is to determine the views of the students who take the entrance examination of the PISA 2015 International Student Assessment Program financed by the Organization for Economic Cooperation and Development. In this research, which adopts qualitative research method, focus group interview technique was used to collect data. The working group consists of six female students studying at a vocational school in Diyarbak?r. Participants did not have a computer-based exam experience before. The data were analyzed by descriptive analysis. According to the results of the research, the students were informed by a weekly regular work on the exam content, practice and exam question types during the preparation process to the PISA, and the smart board was prepared by solving similar question types. It has been seen that the students are well enough to get to know and prepare for the exam. It was stated that the students had long paragraph questions and found that the reading skills and mathematics questions were insufficient in the sense of the exam. Nevertheless, it seemed that they had insufficient time to write the answers of especially open-ended questions. The PISA 2015 mathematics literacy questions were found to be irrelevant to the school subjects and were composed of logic questions. PISA 2015 exam question types and the types of questions they encounter in school examinations; it is stated that some question types are the same (test, open-ended), but they have not met before with some question types. As students are an international exam, they seem to regard PISA as more important than school exams, but not as much as university exams that will affect individual achievement.
The Journal of International Social Research received 27 citations as per Google Scholar report