Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

Öz

This study aims to assess the level of reading scores Turkey obtained with regards to reading aspects, question type and text format within the scope of Programme for International Student Assessment (PISA) developed by the Organization for Economic Cooperation and Development (OECD). In this context, information on the PISA reading skills assessment is communicated and the results obtained for Turkey are briefly addressed. Finally, the rate of correct answers to each questions is discussed with the comparison of PISA 2003 and PISA 2009 for Turkey. As a review, this tendency research involves assessment of reports and databases. Therefore data were collected through document analysis which a qualitative data collection method and data were analyzed categorical. Having been used since 2003, the questions showed that the general reading score of Turkey increased from 2003 to 2009 when they are structurally and qualitatively assessed; however, it was found that the general average of correct answers to questions for students from Turkey was below 51%, which is considerably below the OECD average. Majority of Turkish students who were at or below the 2nd level of reading scale obtained a relatively lower average of correct answers for short response and open constructed response questions which require a higher level of cognitive processing. Nevertheless, the averages for open constructed response questions also indicated a deficiency in the writing skills. In this context, it is required for the Ministry of Education of Turkey to consider the results of this test which aims to compare the strengths and weaknesses of the education system and to improve the reading instruction policies as necessary.