Extended Abstract Introduction

Data Collection Tool
In the research, student opinion form was used as a data collection tool which has semi-structured open-ended questions. With this opinion form it was aimed to learn that students who are 8^th grade students, had TEOG exam and thoughts of education period. After that questionnaire form was prepared to learn the thoughts of students, teachers and parents.

Findings-Conclusion-Discussion
Factors which are thought to be effective, were thought that people who had this exam are more effective to decide in this research period. In accordance with this purpose, it was asked to the 8^th grade students who had Science lesson in TEOG, what is supposed to do to be successful in TEOG exam in 2014-2015 education year. To be successful in TEOG, it was reached the results; revise, study a lot , solve problems, study regularly, listen to teacher and lesson carefully, take private lessons, read book, no stress during exam, use the time properly and be quite (chart 1). Due to this, to be successful in TEOG, it was thought more effective that factors are important if they are because of students. The research which was made by Bal (2011) supports this findings. Guidebook which was published by MEB (2015) had some similar statements about how to succeed.
It was seen that it has positive qualities like excuse exam of TEOG, easy questions, no influences of wrong answers, compatible with curriculum. Similar results were seen at the research of Atila and Özeken (2015); Coşkun and Görmez (2015); Özdemir and Özkan (2014) and also excuse exam of TEOG, having it in two terms, and reducing stress were seen as a positive qualities of TEOG. The results obtained from the quantitative research support the results of the student feedback form. At the end of the research, it was determined that %42.8 of students, %52.5 of parents, %48 of teachers do not agree with the idea of ‘TEOG removal’. However, results obtained from the questionnaire form of teachers, parents and students it was understood that it is necessary to change the system of placement for high schools.
It is seen similar results when qualitative and quantitative findings about TEOG are compared. To be successful in TEOG %37.57 of the students, % 37.5 of the parents say that students need private teaching institution and private lessons in quantitative dimension of the research. However, except for this %32.1 of the students, %34,5 of the parents say that students do not need private teaching institution and private lessons. This opinion is the most stressed weak side of the qualitative dimension of the research. On the contrary to expectation of Ministry, to be successful in TEOG, participators say that we need private teaching institution and private lessons in both researches. In researches related with the topic (Coşkun and Görmez, 2015; Özdemir and Özkan, 2014; Sarıer, 2010; Şad and Şahiner 2016) seen that increase in demand of private teaching institution and private lessons in time of preparation period for central exam. Although different types of exam system, it was seen one more time that demand for extra scholastic did not reduce. TEOG exam carried out separately in two stages, reduces stress of students, no influences of wrong answers, excuse exams need to be continued, were also seen at this research. The research results of Coşkun and Görmez (2015); Şad and Şahiner (2016) support this findings. The idea of wrong answers should not affect the right answers was supported by teachers and parents. When the answers which is related with the preparation for TEOG and content of the exam, were analyzed it was seen that students study under the pressure of their parents and teachers not thanks to their will. Furthermore parents always warn their children about studying.