{"status":true,"post":{"id":71277,"user_id":5,"status":1,"type":1,"orde":null,"notification_type":0,"static_post":0,"published_at":"2025-07-25 09:13:00","created_at":"2025-07-25T06:13:00.000000Z","updated_at":"2025-07-25T06:13:00.000000Z","edited_at":"2025-07-25 09:13:00","source_id":null,"post_id":71277,"is_featured":0,"title":"Genel s\u0131navlar\u0131n \u00f6l\u00e7t\u00fckleri","slider_title":null,"slider_title_2":null,"slider_spot_title":null,"slider_spot_title_2":null,"home_title":"Genel s\u0131navlar\u0131n \u00f6l\u00e7t\u00fckleri","sub_title":null,"category_id":73,"description":null,"content":"

\u00d6nce LGS (Liselere Ge\u00e7i\u015f Sistemi), sonra YKS (Y\u00fcksek\u00f6\u011fretim Kurumlar\u0131 S\u0131nav\u0131) neticeleri a\u00e7\u0131kland\u0131. \u00d6zellikle LGS\u2019de 719 \u00f6\u011frencinin tam puan alarak y\u0131llar\u0131n rekorunu k\u0131rmas\u0131 \u00e7ok farkl\u0131 yorumlara yol a\u00e7t\u0131. De\u011ferlendirmelere politik bak\u0131\u015flar da girince i\u015f iyice karma\u015faya b\u00fcr\u00fcnd\u00fc. \u0130ktidar\u0131n kendine m\u00fczahir okullara y\u00f6nelik kay\u0131rmac\u0131 davrand\u0131\u011f\u0131 iddia edildi.\u00a0<\/strong><\/p>


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Asl\u0131nda iddialar\u0131n politik birer arg\u00fcman olma d\u0131\u015f\u0131nda bir anlam\u0131 ve tutarl\u0131l\u0131\u011f\u0131 yok. \u00d6SYM, zaten \u00fclkenin -i\u015fi \u00f6l\u00e7mek olan- y\u0131llar\u0131n deneyimine sahip ulusal bir s\u0131nav kurumu. Bakanl\u0131\u011f\u0131n \u00f6l\u00e7me ve de\u011ferlendirmeye \u00f6zel uzmanla\u015fm\u0131\u015f bir genel m\u00fcd\u00fcrl\u00fc\u011f\u00fc var. Yani y\u0131llard\u0131r bu s\u0131navlar\u0131 yapan genel m\u00fcd\u00fcrl\u00fc\u011f\u00fcn bu t\u00fcrden hatalar\u0131 yapma \u015fans\u0131 ola\u011fan\u00fcst\u00fc durumlar\u0131n d\u0131\u015f\u0131nda yok. Peki, kitleler hata oldu\u011funa inan\u0131yor mu?\u00a0<\/p>


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Siyasal farkl\u0131l\u0131klardan beslenen kar\u015f\u0131l\u0131kl\u0131 \u00f6tekile\u015ftirme psikolojisinin h\u00e2kim oldu\u011fu g\u00fcncel durumlar nedeniyle inanma e\u011filiminde olanlar \u00e7\u0131kabilir. Asl\u0131nda a\u00e7\u0131k\u00e7a s\u00f6ylemek gerekirse i\u015fin rasyonalitesi yok.<\/p>


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Ger\u00e7ekte ise bu meseleyi kavramak i\u00e7in s\u0131navlar\u0131n neyi \u00f6l\u00e7t\u00fc\u011f\u00fcn\u00fc sormak ve anlamak gerekir. Bilindi\u011fi \u00fczere s\u0131navlar \u00e7ok yal\u0131n olarak; kriterlere uyan ve s\u0131nava kat\u0131lan ki\u015filerin bilgisini \u00f6l\u00e7er ve onlar\u0131 bir s\u0131ralamaya tabi tutar. LGS liselere giri\u015fi, YKS ise \u00fcniversitelere giri\u015fi d\u00fczenler. Bakanl\u0131\u011f\u0131n uzman genel m\u00fcd\u00fcrl\u00fc\u011f\u00fc taraf\u0131ndan \u00d6SYM standartlar\u0131nda yap\u0131lan LGS s\u0131navlar\u0131 \u00fczerinde bu kadar yaygara kopar\u0131lmas\u0131 e\u011fitimin t\u00fcm unsurlar\u0131na zarar verir. LGS\u2019de tam puan alanlar\u0131n say\u0131s\u0131 her y\u0131l tart\u0131\u015f\u0131lm\u0131\u015f ama bu y\u0131l say\u0131n\u0131n fazla olmas\u0131 ve politik yakla\u015f\u0131mlar\u0131n da dahil olmas\u0131 ile daha \u00e7ok g\u00fcndem olmu\u015ftur. \u0130\u015fin uzmanlar\u0131 bunu farkl\u0131 dinamikleriyle tart\u0131\u015f\u0131rlar, g\u00f6r\u00fc\u015flerini a\u00e7\u0131klarlar.\u00a0<\/p>


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Sorular\u0131n zorlu\u011funa, kolayl\u0131\u011f\u0131na veya ba\u015fka sebeplere ba\u011flarlar. \u015e\u00f6yle de d\u00fc\u015f\u00fcn\u00fclebilir; genel s\u0131navlar \u00f6\u011frenci a\u00e7\u0131s\u0131ndan hayati hale geldi\u011finden, aile ve okul ise ba\u015far\u0131ya odakland\u0131\u011f\u0131 i\u00e7in \u00f6zel motivasyonlar\u0131 da devreye soktu\u011fundan, tam puan yapmaya aday \u00f6\u011frenci say\u0131s\u0131n\u0131n art\u0131\u015f g\u00f6stermesi de sebeplerden biri olabilir.\u00a0<\/p>


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E\u011fitimciler olarak as\u0131l tart\u0131\u015fmam\u0131z gereken husus; b\u00fct\u00fcn \u00f6\u011frencileri s\u0131nava sokman\u0131n e\u011fitime ne t\u00fcrden katk\u0131lar yapt\u0131\u011f\u0131 konusudur. Bu konu \u00fclkemizdeki e\u011fitimin yap\u0131sal bir problemini ortaya koyuyor. O da neden bu kadar \u00e7ok ki\u015finin s\u0131nava girmek durumunda kalmas\u0131 olay\u0131d\u0131r. M\u00fcmk\u00fcn oldu\u011funca az ki\u015finin s\u0131navlara girmesi \u00f6ng\u00f6r\u00fclmelidir. Zira \u00fclkemizdeki genel s\u0131navlar\u0131n \u00f6\u011frencilerin kaderini belirleyen formatta oldu\u011fu anlay\u0131\u015f\u0131 hakimdir. Bu sebeple de \u00fclke genelinde g\u00fcndem olu\u015fturabilir.\u00a0<\/p>


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Di\u011fer taraftan, genel s\u0131navlar\u0131n ve ona haz\u0131rlanman\u0131n \u00f6\u011frencilerin e\u011fitimine ne t\u00fcr katk\u0131lar yapt\u0131\u011f\u0131 ve fayda-zarar endeksli \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r. Zira hem ortaokulda hem lisede \u00f6\u011frencilerin son iki y\u0131l\u0131n\u0131 s\u0131nava haz\u0131rl\u0131k i\u00e7in ay\u0131rd\u0131klar\u0131n\u0131 biliyoruz. Resmen de\u011filse de fiilen durum b\u00f6yledir. Bu \u00e7er\u00e7evede son iki y\u0131l\u0131n e\u011fitim m\u00fcfredat\u0131 tabir caizse s\u0131nava as\u0131lan \u00e7ocuklar taraf\u0131ndan usulen g\u00f6r\u00fcl\u00fcr.\u00a0<\/p>


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\u0130dare de kendince makul sebeplerle anlay\u0131\u015fl\u0131 davran\u0131r. Bu s\u00fcre\u00e7te s\u0131nav endeksli \u00f6\u011frenilen bilgiler vard\u0131r. Bilindi\u011fi \u00fczere s\u0131nava y\u00f6nelik bir psikoloji i\u00e7erisinde \u00f6\u011frenilen bilgiler s\u0131navla birlikte yok olmaya mahkumdur.\u00a0<\/p>


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Bildi\u011fimiz bundan bir fayda has\u0131l olmayaca\u011f\u0131d\u0131r. Bilelim ki dar \u00e7apl\u0131 s\u0131navlar ne kadar \u00f6\u011fretici ise yayg\u0131n s\u0131navlar o kadar \u00f6ld\u00fcr\u00fcc\u00fcd\u00fcr.<\/p>


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Nihayetinde ve asl\u0131nda genel veya uzun s\u00fcre haz\u0131rl\u0131k gerektiren s\u0131navlar e\u011fitimi \u00f6l\u00e7en de\u011fil \u00f6ld\u00fcren bir mahiyet ta\u015f\u0131r. Bunun \u00fczerine e\u011fitim uzmanlar\u0131m\u0131z derinlemesine d\u00fc\u015f\u00fcnmeli, analizlerini yapmal\u0131d\u0131rlar. T\u00fcm bunlardan \u00e7\u0131kan netice; genel s\u0131navlara az say\u0131da ki\u015finin kat\u0131l\u0131m\u0131 \u00f6ng\u00f6r\u00fcs\u00fc \u00e7er\u00e7evesinde bir kurgu yap\u0131lmal\u0131d\u0131r. Veya genel s\u0131navlar i\u00e7in iki y\u0131l haz\u0131rl\u0131k yapma anlay\u0131\u015f\u0131n\u0131 ortadan kald\u0131ran d\u00fczenlemeler \u00fczerinde \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r.\u00a0<\/p>


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LGS\u2019nin ad\u0131n\u0131n TEOG oldu\u011fu y\u0131llarda s\u0131nav say\u0131s\u0131n\u0131n tek de\u011fil art\u0131r\u0131lmas\u0131 y\u00f6n\u00fcndeki \u00e7al\u0131\u015fmalar gibi. Ailelerin ve \u00e7ocuklar\u0131n \u00fczerinde olu\u015fan stresi azaltman\u0131n ne kadar \u00f6nemli oldu\u011funu ancak bunu ya\u015fayanlar bilir.\u00a0<\/span><\/p>


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\u00dclkemizin g\u00fczel \u00e7ocuklar\u0131n\u0131 yolun ba\u015f\u0131nda yormayal\u0131m. E\u011fitimden maksat \u00e7ocuklar\u0131m\u0131za m\u00fcfredat temelli bilgi ve davran\u0131\u015f \u00f6\u011fretmek ise genel s\u0131navlar\u0131n bu t\u00fcrden negatif etkilerini m\u00fcmk\u00fcn oldu\u011funca azaltmak do\u011fru bir yakla\u015f\u0131m olur.<\/span><\/p>


<\/p>","slug":"genel-sinavlarin-olctukleri","tags":null,"meta_title":"Genel s\u0131navlar\u0131n \u00f6l\u00e7t\u00fckleri","meta_description":"\u00d6nce LGS (Liselere Ge\u00e7i\u015f Sistemi), sonra YKS (Y\u00fcksek\u00f6\u011fretim Kurumlar\u0131 S\u0131nav\u0131) neticeleri a\u00e7\u0131kland\u0131. \u00d6zellikle LGS\u2019de 719 \u00f6\u011frencinin tam puan alarak y\u0131llar\u0131n rekorunu k\u0131rmas\u0131 \u00e7ok farkl\u0131 yorumlara yol a\u00e7t\u0131. De\u011ferlendirmelere politik bak\u0131\u015flar da girince i\u015f iyice karma\u015faya b\u00fcr\u00fcnd\u00fc. \u0130ktidar\u0131n kendine m\u00fczahir okullara y\u00f6nelik kay\u0131rmac\u0131 davrand\u0131\u011f\u0131 iddia edildi.","meta_keywords":null,"news_cover_min":"\/front\/uploads\/blog\/thumbnail\/1753390800VyikCWjQQiJZ3Eu.webp","news_cover":null,"news_video_min":null,"news_video":null,"view_count":0,"cropped_1200x675":"\/front\/uploads\/haber\/1200x675\/genel-sinavlarin-olctukleri_1200x675_nJgagzCATq.webp","user":{"id":5,"name":"AHMET EMRE","surname":"B\u0130LG\u0130L\u0130","email":"mcetiner@menemencioglu.net","slug":"prof-dr-ahmet-emre-bilgili","avatar":"\/front\/uploads\/avatar\/173369160076ryfup3NGA3Op4.webp","status":1,"role":1,"email_verified_at":null,"orde":null,"created_at":"2022-09-15T09:39:41.000000Z","updated_at":"2024-12-18T10:21:44.000000Z","seo_title":null,"seo_description":null},"translations":[{"id":71409,"is_featured":0,"is_amp":0,"is_ads":0,"ads_link":null,"post_id":71277,"locale":"tr","category_id":73,"title":"Genel s\u0131navlar\u0131n \u00f6l\u00e7t\u00fckleri","home_title":"Genel s\u0131navlar\u0131n \u00f6l\u00e7t\u00fckleri","sub_title":null,"slider_title":null,"slider_title_2":null,"slider_spot_title":null,"slider_spot_title_2":null,"subtitleuse":0,"description":null,"content":"

\u00d6nce LGS (Liselere Ge\u00e7i\u015f Sistemi), sonra YKS (Y\u00fcksek\u00f6\u011fretim Kurumlar\u0131 S\u0131nav\u0131) neticeleri a\u00e7\u0131kland\u0131. \u00d6zellikle LGS\u2019de 719 \u00f6\u011frencinin tam puan alarak y\u0131llar\u0131n rekorunu k\u0131rmas\u0131 \u00e7ok farkl\u0131 yorumlara yol a\u00e7t\u0131. De\u011ferlendirmelere politik bak\u0131\u015flar da girince i\u015f iyice karma\u015faya b\u00fcr\u00fcnd\u00fc. \u0130ktidar\u0131n kendine m\u00fczahir okullara y\u00f6nelik kay\u0131rmac\u0131 davrand\u0131\u011f\u0131 iddia edildi.\u00a0<\/strong><\/p>


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Asl\u0131nda iddialar\u0131n politik birer arg\u00fcman olma d\u0131\u015f\u0131nda bir anlam\u0131 ve tutarl\u0131l\u0131\u011f\u0131 yok. \u00d6SYM, zaten \u00fclkenin -i\u015fi \u00f6l\u00e7mek olan- y\u0131llar\u0131n deneyimine sahip ulusal bir s\u0131nav kurumu. Bakanl\u0131\u011f\u0131n \u00f6l\u00e7me ve de\u011ferlendirmeye \u00f6zel uzmanla\u015fm\u0131\u015f bir genel m\u00fcd\u00fcrl\u00fc\u011f\u00fc var. Yani y\u0131llard\u0131r bu s\u0131navlar\u0131 yapan genel m\u00fcd\u00fcrl\u00fc\u011f\u00fcn bu t\u00fcrden hatalar\u0131 yapma \u015fans\u0131 ola\u011fan\u00fcst\u00fc durumlar\u0131n d\u0131\u015f\u0131nda yok. Peki, kitleler hata oldu\u011funa inan\u0131yor mu?\u00a0<\/p>


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Siyasal farkl\u0131l\u0131klardan beslenen kar\u015f\u0131l\u0131kl\u0131 \u00f6tekile\u015ftirme psikolojisinin h\u00e2kim oldu\u011fu g\u00fcncel durumlar nedeniyle inanma e\u011filiminde olanlar \u00e7\u0131kabilir. Asl\u0131nda a\u00e7\u0131k\u00e7a s\u00f6ylemek gerekirse i\u015fin rasyonalitesi yok.<\/p>


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Ger\u00e7ekte ise bu meseleyi kavramak i\u00e7in s\u0131navlar\u0131n neyi \u00f6l\u00e7t\u00fc\u011f\u00fcn\u00fc sormak ve anlamak gerekir. Bilindi\u011fi \u00fczere s\u0131navlar \u00e7ok yal\u0131n olarak; kriterlere uyan ve s\u0131nava kat\u0131lan ki\u015filerin bilgisini \u00f6l\u00e7er ve onlar\u0131 bir s\u0131ralamaya tabi tutar. LGS liselere giri\u015fi, YKS ise \u00fcniversitelere giri\u015fi d\u00fczenler. Bakanl\u0131\u011f\u0131n uzman genel m\u00fcd\u00fcrl\u00fc\u011f\u00fc taraf\u0131ndan \u00d6SYM standartlar\u0131nda yap\u0131lan LGS s\u0131navlar\u0131 \u00fczerinde bu kadar yaygara kopar\u0131lmas\u0131 e\u011fitimin t\u00fcm unsurlar\u0131na zarar verir. LGS\u2019de tam puan alanlar\u0131n say\u0131s\u0131 her y\u0131l tart\u0131\u015f\u0131lm\u0131\u015f ama bu y\u0131l say\u0131n\u0131n fazla olmas\u0131 ve politik yakla\u015f\u0131mlar\u0131n da dahil olmas\u0131 ile daha \u00e7ok g\u00fcndem olmu\u015ftur. \u0130\u015fin uzmanlar\u0131 bunu farkl\u0131 dinamikleriyle tart\u0131\u015f\u0131rlar, g\u00f6r\u00fc\u015flerini a\u00e7\u0131klarlar.\u00a0<\/p>


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Sorular\u0131n zorlu\u011funa, kolayl\u0131\u011f\u0131na veya ba\u015fka sebeplere ba\u011flarlar. \u015e\u00f6yle de d\u00fc\u015f\u00fcn\u00fclebilir; genel s\u0131navlar \u00f6\u011frenci a\u00e7\u0131s\u0131ndan hayati hale geldi\u011finden, aile ve okul ise ba\u015far\u0131ya odakland\u0131\u011f\u0131 i\u00e7in \u00f6zel motivasyonlar\u0131 da devreye soktu\u011fundan, tam puan yapmaya aday \u00f6\u011frenci say\u0131s\u0131n\u0131n art\u0131\u015f g\u00f6stermesi de sebeplerden biri olabilir.\u00a0<\/p>


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E\u011fitimciler olarak as\u0131l tart\u0131\u015fmam\u0131z gereken husus; b\u00fct\u00fcn \u00f6\u011frencileri s\u0131nava sokman\u0131n e\u011fitime ne t\u00fcrden katk\u0131lar yapt\u0131\u011f\u0131 konusudur. Bu konu \u00fclkemizdeki e\u011fitimin yap\u0131sal bir problemini ortaya koyuyor. O da neden bu kadar \u00e7ok ki\u015finin s\u0131nava girmek durumunda kalmas\u0131 olay\u0131d\u0131r. M\u00fcmk\u00fcn oldu\u011funca az ki\u015finin s\u0131navlara girmesi \u00f6ng\u00f6r\u00fclmelidir. Zira \u00fclkemizdeki genel s\u0131navlar\u0131n \u00f6\u011frencilerin kaderini belirleyen formatta oldu\u011fu anlay\u0131\u015f\u0131 hakimdir. Bu sebeple de \u00fclke genelinde g\u00fcndem olu\u015fturabilir.\u00a0<\/p>


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Di\u011fer taraftan, genel s\u0131navlar\u0131n ve ona haz\u0131rlanman\u0131n \u00f6\u011frencilerin e\u011fitimine ne t\u00fcr katk\u0131lar yapt\u0131\u011f\u0131 ve fayda-zarar endeksli \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r. Zira hem ortaokulda hem lisede \u00f6\u011frencilerin son iki y\u0131l\u0131n\u0131 s\u0131nava haz\u0131rl\u0131k i\u00e7in ay\u0131rd\u0131klar\u0131n\u0131 biliyoruz. Resmen de\u011filse de fiilen durum b\u00f6yledir. Bu \u00e7er\u00e7evede son iki y\u0131l\u0131n e\u011fitim m\u00fcfredat\u0131 tabir caizse s\u0131nava as\u0131lan \u00e7ocuklar taraf\u0131ndan usulen g\u00f6r\u00fcl\u00fcr.\u00a0<\/p>


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\u0130dare de kendince makul sebeplerle anlay\u0131\u015fl\u0131 davran\u0131r. Bu s\u00fcre\u00e7te s\u0131nav endeksli \u00f6\u011frenilen bilgiler vard\u0131r. Bilindi\u011fi \u00fczere s\u0131nava y\u00f6nelik bir psikoloji i\u00e7erisinde \u00f6\u011frenilen bilgiler s\u0131navla birlikte yok olmaya mahkumdur.\u00a0<\/p>


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Bildi\u011fimiz bundan bir fayda has\u0131l olmayaca\u011f\u0131d\u0131r. Bilelim ki dar \u00e7apl\u0131 s\u0131navlar ne kadar \u00f6\u011fretici ise yayg\u0131n s\u0131navlar o kadar \u00f6ld\u00fcr\u00fcc\u00fcd\u00fcr.<\/p>


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Nihayetinde ve asl\u0131nda genel veya uzun s\u00fcre haz\u0131rl\u0131k gerektiren s\u0131navlar e\u011fitimi \u00f6l\u00e7en de\u011fil \u00f6ld\u00fcren bir mahiyet ta\u015f\u0131r. Bunun \u00fczerine e\u011fitim uzmanlar\u0131m\u0131z derinlemesine d\u00fc\u015f\u00fcnmeli, analizlerini yapmal\u0131d\u0131rlar. T\u00fcm bunlardan \u00e7\u0131kan netice; genel s\u0131navlara az say\u0131da ki\u015finin kat\u0131l\u0131m\u0131 \u00f6ng\u00f6r\u00fcs\u00fc \u00e7er\u00e7evesinde bir kurgu yap\u0131lmal\u0131d\u0131r. Veya genel s\u0131navlar i\u00e7in iki y\u0131l haz\u0131rl\u0131k yapma anlay\u0131\u015f\u0131n\u0131 ortadan kald\u0131ran d\u00fczenlemeler \u00fczerinde \u00e7al\u0131\u015f\u0131lmal\u0131d\u0131r.\u00a0<\/p>


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LGS\u2019nin ad\u0131n\u0131n TEOG oldu\u011fu y\u0131llarda s\u0131nav say\u0131s\u0131n\u0131n tek de\u011fil art\u0131r\u0131lmas\u0131 y\u00f6n\u00fcndeki \u00e7al\u0131\u015fmalar gibi. Ailelerin ve \u00e7ocuklar\u0131n \u00fczerinde olu\u015fan stresi azaltman\u0131n ne kadar \u00f6nemli oldu\u011funu ancak bunu ya\u015fayanlar bilir.\u00a0<\/span><\/p>


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\u00dclkemizin g\u00fczel \u00e7ocuklar\u0131n\u0131 yolun ba\u015f\u0131nda yormayal\u0131m. E\u011fitimden maksat \u00e7ocuklar\u0131m\u0131za m\u00fcfredat temelli bilgi ve davran\u0131\u015f \u00f6\u011fretmek ise genel s\u0131navlar\u0131n bu t\u00fcrden negatif etkilerini m\u00fcmk\u00fcn oldu\u011funca azaltmak do\u011fru bir yakla\u015f\u0131m olur.<\/span><\/p>


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