{"id":12385,"date":"2026-10-25T11:15:29","date_gmt":"2026-10-25T08:15:29","guid":{"rendered":"https:\/\/blog.inekle.com\/ogrenme-ciktisi-analizi-e-okul-veli-rehberi\/"},"modified":"2026-10-25T11:16:17","modified_gmt":"2026-10-25T08:16:17","slug":"ogrenme-ciktisi-analizi-e-okul-veli-rehberi","status":"publish","type":"post","link":"https:\/\/blog.inekle.com\/ogrenme-ciktisi-analizi-e-okul-veli-rehberi\/","title":{"rendered":"Karne Mant\u0131\u011f\u0131 De\u011fi\u015fiyor: e-Okul’daki \u00d6\u011frenme \u00c7\u0131kt\u0131s\u0131 Analizi Veliye Ne Anlat\u0131yor?"},"content":{"rendered":"\n

Y\u0131llard\u0131r karne tek bir \u015fey s\u00f6yl\u00fcyordu: puan. 72 ald\u0131ysan\u0131z 72 ald\u0131n\u0131z, hangi konuyu bilmedi\u011finiz orada yazm\u0131yordu. Ortak Yaz\u0131l\u0131 S\u0131nav Sistemi (OYSS) ile bu mant\u0131k de\u011fi\u015fiyor.<\/p>\n\n\n\n

Art\u0131k \u00f6\u011fretmen, \u00f6\u011frencilerin her sorudan ald\u0131klar\u0131 puanlar\u0131 ayr\u0131 ayr\u0131 e-Okul sistemine i\u015fliyor.<\/strong> Bunun sonucunda \u00f6\u011frenci, s\u0131n\u0131f ve \u015fube d\u00fczeyinde analizler yap\u0131larak \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131na ili\u015fkin geri bildirim \u00fcretiliyor.<\/p>\n\n\n\n

Tam olarak ne de\u011fi\u015fti?<\/h2>\n\n\n\n

De\u011fi\u015fen \u015fey s\u0131nav\u0131n zorlu\u011fu de\u011fil, s\u0131navdan sonra \u00fcretilen bilginin ayr\u0131nt\u0131s\u0131. Eskiden tek bir toplam puan vard\u0131; \u015fimdi o puan\u0131n hangi \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131ndan geldi\u011fi kay\u0131t alt\u0131na al\u0131n\u0131yor.<\/p>\n\n\n\n

<\/th>\u00d6nceki d\u00fczen<\/th>OYSS ile gelen d\u00fczen<\/th><\/tr><\/thead>
e-Okul’a i\u015flenen<\/strong><\/td>S\u0131nav\u0131n toplam puan\u0131<\/td>Her sorudan al\u0131nan puan ayr\u0131 ayr\u0131<\/td><\/tr>
\u00d6\u011frencinin g\u00f6rd\u00fc\u011f\u00fc<\/strong><\/td>Sadece not<\/td>G\u00fc\u00e7l\u00fc oldu\u011fu ve geli\u015fime ihtiya\u00e7 duydu\u011fu \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131<\/td><\/tr>
\u00d6\u011fretmenin g\u00f6rd\u00fc\u011f\u00fc<\/strong><\/td>S\u0131n\u0131f ortalamas\u0131<\/td>\u00d6\u011frenci, s\u0131n\u0131f ve \u015fube d\u00fczeyinde \u00e7\u0131kt\u0131 bazl\u0131 analiz<\/td><\/tr>
Zaman i\u00e7inde takip<\/strong><\/td>Notlar\u0131n kar\u015f\u0131la\u015ft\u0131r\u0131lmas\u0131<\/td>Ayn\u0131 derste farkl\u0131 zamanlardaki sonu\u00e7lar\u0131n kar\u015f\u0131la\u015ft\u0131r\u0131lmas\u0131<\/td><\/tr><\/tbody><\/table>
Kaynak: MEB, 20 Ekim 2026.<\/figcaption><\/figure>\n\n\n\n

\u00d6\u011frenme \u00e7\u0131kt\u0131s\u0131 ne demek?<\/h2>\n\n\n\n

\u00d6\u011frenme \u00e7\u0131kt\u0131s\u0131, \u00f6\u011fretim program\u0131n\u0131n “\u00f6\u011frenci bu konunun sonunda \u015funu yapabilmeli” dedi\u011fi somut beceridir. \u00d6rne\u011fin “kesirlerle toplama i\u015flemi yapar” ya da “metindeki ana fikri belirler” birer \u00f6\u011frenme \u00e7\u0131kt\u0131s\u0131d\u0131r.<\/p>\n\n\n\n

S\u0131nav sorular\u0131 bu \u00e7\u0131kt\u0131lara ba\u011fland\u0131\u011f\u0131 i\u00e7in, puan\u0131n nereden kaybedildi\u011fi de \u00e7\u0131kt\u0131 d\u00fczeyinde g\u00f6r\u00fclebiliyor. “Matematikten 60 ald\u0131” yerine “kesir problemlerinde zorlan\u0131yor, geometride sorun yok” diyebilmek m\u00fcmk\u00fcn hale geliyor.<\/strong><\/p>\n\n\n\n

S\u0131navlar\u0131n hangi konular\u0131 kapsayaca\u011f\u0131 da belirsiz de\u011fil: MEB, okul geneli ortak yaz\u0131l\u0131 s\u0131navlarda esas al\u0131nacak konu-soru da\u011f\u0131l\u0131m tablolar\u0131n\u0131 10 Eyl\u00fcl 2026 tarihinde yay\u0131mlad\u0131. Z\u00fcmreler bu tablolardaki senaryolardan birini se\u00e7iyor.<\/p>\n\n\n\n

Veli bu bilgiyi nas\u0131l kullanmal\u0131?<\/h2>\n\n\n\n
    \n
  1. Nota de\u011fil, \u00e7\u0131kt\u0131 listesine bak\u0131n.<\/strong> Toplam puan motive edici ya da moral bozucu olabilir; as\u0131l bilgi hangi \u00e7\u0131kt\u0131da eksik oldu\u011fudur.<\/li>\n\n\n
  2. Tek s\u0131nava bak\u0131p karar vermeyin.<\/strong> Sistem ayn\u0131 dersin farkl\u0131 zamanlardaki sonu\u00e7lar\u0131n\u0131 kar\u015f\u0131la\u015ft\u0131rmaya imk\u00e2n veriyor. As\u0131l anlaml\u0131 olan, ayn\u0131 \u00e7\u0131kt\u0131n\u0131n zaman i\u00e7indeki de\u011fi\u015fimi.<\/li>\n\n\n
  3. Eksi\u011fi \u00e7al\u0131\u015fma plan\u0131na \u00e7evirin.<\/strong> “Matematik \u00e7al\u0131\u015fs\u0131n” belirsiz bir hedef; “kesir problemleri \u00e7al\u0131\u015fs\u0131n” \u00f6l\u00e7\u00fclebilir bir hedeftir.<\/li>\n\n\n
  4. \u00d6\u011fretmenle bu dille konu\u015fun.<\/strong> Veli toplant\u0131s\u0131nda “notu neden d\u00fc\u015f\u00fck” yerine “hangi \u00e7\u0131kt\u0131larda destek gerekiyor” sorusu \u00e7ok daha i\u015fe yarar bir cevap getirir.<\/li>\n\n\n
  5. K\u0131yaslama aramay\u0131n.<\/strong> \u00dclke geneli ortak yaz\u0131l\u0131 s\u0131navlarda \u00f6\u011frenci toplu listeleri yay\u0131mlanm\u0131yor ve okullar aras\u0131nda kar\u015f\u0131la\u015ft\u0131rmal\u0131 veri olu\u015fturulmuyor.<\/li>\n\n<\/ol>\n\n\n\n

    \u00d6rnek bir rapor nas\u0131l okunur?<\/h2>\n\n\n\n

    A\u015fa\u011f\u0131daki tablo ger\u00e7ek bir e-Okul ekran\u0131 de\u011fil, \u00e7\u0131kt\u0131 bazl\u0131 geri bildirimin ne s\u00f6yledi\u011fini g\u00f6stermek i\u00e7in haz\u0131rlanm\u0131\u015f temsil\u00ee bir \u00f6rnektir. \u0130ki \u00f6\u011frencinin matematik notu ayn\u0131, ama tablolar\u0131 tamamen farkl\u0131 \u015fey anlat\u0131yor.<\/p>\n\n\n\n

    \u00d6\u011frenme \u00e7\u0131kt\u0131s\u0131<\/th>A \u00f6\u011frencisi<\/th>B \u00f6\u011frencisi<\/th><\/tr><\/thead>
    Kesirlerle i\u015flem yapar<\/td>8\/10<\/td>3\/10<\/td><\/tr>
    Problem kurar ve \u00e7\u00f6zer<\/td>4\/10<\/td>9\/10<\/td><\/tr>
    Geometrik \u015fekilleri tan\u0131r<\/td>9\/10<\/td>4\/10<\/td><\/tr>
    Veri okur ve yorumlar<\/td>3\/10<\/td>8\/10<\/td><\/tr>
    Toplam<\/strong><\/td>24\/40<\/strong><\/td>24\/40<\/strong><\/td><\/tr><\/tbody><\/table>
    \u0130ki \u00f6\u011frencinin notu ayn\u0131, ihtiyac\u0131 farkl\u0131. Eski d\u00fczende bu fark g\u00f6r\u00fcnm\u00fcyordu.<\/figcaption><\/figure>\n\n\n\n

    Ayn\u0131 nota sahip bu iki \u00f6\u011frenciye “matematik \u00e7al\u0131\u015f” demek ikisi i\u00e7in de i\u015fe yaramaz. A \u00f6\u011frencisinin problem kurma ve veri yorumlama, B \u00f6\u011frencisinin ise kesirler ve geometri deste\u011fine ihtiyac\u0131 var. \u00c7\u0131kt\u0131 bazl\u0131 raporun as\u0131l de\u011feri burada.<\/strong><\/p>\n\n\n\n

    Veli toplant\u0131s\u0131nda hangi sorular\u0131 sormal\u0131?<\/h2>\n\n\n\n

    \u00c7\u0131kt\u0131 bazl\u0131 veri oldu\u011funda veli toplant\u0131s\u0131 da daha verimli ge\u00e7ebilir. Genel sorular genel cevap getirir; somut sorular somut plan getirir.<\/p>\n\n\n\n

    Bunun yerine<\/th>Bunu sorun<\/th><\/tr><\/thead>
    “Notu neden d\u00fc\u015f\u00fck?”<\/td>“Hangi \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131nda puan kaybetti?”<\/td><\/tr>
    “Daha \u00e7ok \u00e7al\u0131\u015fs\u0131n m\u0131?”<\/td>“Hangi iki \u00e7\u0131kt\u0131ya \u00f6ncelik vermeliyiz?”<\/td><\/tr>
    “S\u0131n\u0131f\u0131n ortalamas\u0131 ka\u00e7?”<\/td>“Ge\u00e7en s\u0131nava g\u00f6re hangi \u00e7\u0131kt\u0131da ilerleme var?”<\/td><\/tr>
    “Dersi anl\u0131yor mu?”<\/td>“Bilgi eksikli\u011fi mi var, yoksa cevab\u0131 yazam\u0131yor mu?”<\/td><\/tr><\/tbody><\/table>
    Son soru \u00f6zellikle \u00f6nemli: a\u00e7\u0131k u\u00e7lu s\u0131navda bu ikisi farkl\u0131 sorunlard\u0131r ve farkl\u0131 \u00e7\u00f6z\u00fcm gerektirir.<\/figcaption><\/figure>\n\n\n\n

    Bu bir s\u0131ralama sistemi mi?<\/h2>\n\n\n\n

    Hay\u0131r.<\/strong> MEB duyurusunda \u00fclke geneli ortak yaz\u0131l\u0131 s\u0131navlar i\u00e7in a\u00e7\u0131k\u00e7a belirtiliyor: \u00f6\u011frenci toplu listeleri yay\u0131mlanmayacak, okullar ve s\u0131n\u0131flar aras\u0131nda kar\u015f\u0131la\u015ft\u0131rmal\u0131 veri olu\u015fturulmayacak. Sistemin amac\u0131 \u00f6\u011frenme eksikliklerini tespit etmek ve geri bildirim \u00fcretmek.<\/p>\n\n\n\n

    Kayna\u015ft\u0131rma ve b\u00fct\u00fcnle\u015ftirme yoluyla e\u011fitim alan \u00f6\u011frencilerin \u00f6l\u00e7me ve de\u011ferlendirmesinde ise Bireyselle\u015ftirilmi\u015f E\u011fitim Plan\u0131 (BEP) esas al\u0131n\u0131yor.<\/p>\n\n\n\n

    \u00d6\u011frenci i\u00e7in ne de\u011fi\u015fiyor?<\/h2>\n\n\n\n

    \u00d6\u011frenci de art\u0131k yaln\u0131zca s\u0131navdan ald\u0131\u011f\u0131 toplam puan\u0131 de\u011fil, \u00f6\u011frenme \u00e7\u0131kt\u0131lar\u0131 temelinde g\u00fc\u00e7l\u00fc oldu\u011fu ve geli\u015fime ihtiya\u00e7 duydu\u011fu alanlar\u0131 g\u00f6rebiliyor. Bu, \u00e7al\u0131\u015fmay\u0131 hedefli hale getiriyor.<\/p>\n\n\n\n

    Pratikte en b\u00fcy\u00fck fark \u015furada ortaya \u00e7\u0131k\u0131yor: eksik belirli oldu\u011funda \u00e7al\u0131\u015fma s\u00fcresi \u00e7ok daha verimli kullan\u0131l\u0131yor. \u00dc\u00e7 saat boyunca bildi\u011fi konuyu tekrar eden \u00f6\u011frenci yerine, eksik oldu\u011fu \u00e7\u0131kt\u0131ya bir saat ay\u0131ran \u00f6\u011frenci daha h\u0131zl\u0131 ilerliyor.<\/p>\n\n\n\n

    Bu s\u0131navlarda sorular\u0131n a\u00e7\u0131k u\u00e7lu oldu\u011funu ve cevap yazma becerisinin ayr\u0131 bir \u00e7al\u0131\u015fma gerektirdi\u011fini de unutmay\u0131n: A\u00e7\u0131k u\u00e7lu soru nas\u0131l cevaplan\u0131r? Test mant\u0131\u011f\u0131ndan \u00e7\u0131kmak<\/a>.<\/p>\n\n\n\n

    \n\n\n\n

    Bu serideki di\u011fer yaz\u0131lar<\/h2>\n\n