Comparative evaluation of Turkish lesson writing skills within the framework of curriculum

Abstract

Writing is one of the four basic skills as stated in the 2019 Turkish Curriculum. The program includes gains for writing skills. In addition, there is an elective course in secondary schools, and the details of this course are included in the 2018 Authorship and Writing Skills Curriculum. Looking at the historical process, there are Turkish lessons and lessons for writing skills under various titles in the education yearbooks of the Salname-i Nezaret-i Maarif-i Umumiye (Maarif Yearbook), which is the curriculum of the period. This study was created by examining the 1316 H Education Yearbook, the 2019 Turkish Course Curriculum and the 2018 Authorship and Writing Skills Curriculum, in terms of writing skills in Turkish course, using the document analysis method. In the study, firstly, 1316 H Education Yearbook was translated into today's Turkish; Then, the Turkish lessons and the lessons for writing skills were determined. Then, by making a comparative analysis of the programs, the change and development of the writing skill in the programs were tried to be evaluated. As a result, it is seen that the course schedules in the 1316 H Education Yearbook included lessons such as lexicon and orthography, orthography, recitation and orthography, inscription, and calligraphy for writing skills. In the explanations of the lessons, details such as the stages of the lesson, the characteristics of the text, the role of the teacher, the subject and assignments to be given to the students are given. While Turkish is a compulsory course in the current course schedules; The writing and writing skills course is an elective course. Writing outcome and explanations are included in the 2019 Turkish Curriculum; While details are not included in terms of method and technique; The process is further detailed in the 2018 Authorship and Writing Skills Curriculum. In terms of assessment and evaluation, it is seen that a similar approach is adopted in the programs. Accordingly, it is stated that process-based evaluation is preferred and the success of the students in moving to the next level is measured with the exams to be held.