Biçimlendirici değerlendirmenin üniversite öğrencilerinin değerlendirme tercihleri üzerindeki etkisi: Bir ölçekleme çalışması
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Tarih
2016
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info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı üniversite öğrencilerinin değerlendirme tercihlerinin biçimlendirici değerlendirmenin kullanıldığı ve kullanılmadığı durumlarda iki karşılaştırma yöntemi ile ölçeklenmesi ve karşılaştırılmasıdır. Araştırma yarı deneysel desende tasarlanmıştır. Çalışma grubunu bir devlet üniversitesinin eğitim fakültesinde öğrenim gören ve bilimsel araştırma yöntemleri dersini almakta olan 208 öğrenci oluşturmaktadır. İlgili verilerin toplanmasında araştırmacı tarafından geliştirilen ve değerlendirme yöntemlerinin ikili olarak karşılaştırıldığı maddeleri içeren bir anket formu kullanılmıştır. Veri toplama aracı araştırmanın kontrol grubuna herhangi özel bir yönerge verilmeden uygulanırken deney grubuna biçimlendirici değerlendirmenin kullanıldığı durumları dikkate alarak yanıtlamalarını belirten özel bir yönerge ile uygulanmıştır. Elde edilen veriler ikili karşılaştırma yöntemi ile ölçeklenmiştir. Araştırma sonucunda kontrol grubunda en yüksek ölçek değerine sahip olan ve daha fazla tercih edilen değerlendirme yöntemleri doğru yanlış testleri ve çoktan seçmeli testler iken deney grubunda araştırmaya dayalı performans görevleri ve birden fazla olası yanıtı olan sorulardan oluşan yazılı yoklamalardır. Bu bulgular ışığında değerlendirmenin yapılış amacının öğrencilerin değerlendirme tercihleri üzerinde bir etkiye sahip olduğu belirtilebilir.
The aim of this study is scaling of university students' assessment preferences when formative assessment is used and is not used. Semi experimental design was used in this study. Participants of the study include 205 Faculty of Education students in a state university located in Ankara, Turkey. In order to collect data, a questionnaire was developed by the researcher. The questionnaire included a pair of assessment method on each line and the respondents were required to select one of two assessment methods. Assessment methods were arranged in pairs so that every one of them was paired with every other one. The questionnaire was administered to the control group without any additional instruction. On the other hand the questionnaire was administered to the experimental group with an additional instruction. In the instruction it was asked the respondents to answer the questionnaire considering formative assessment was applied. To scale the respondents' assessment preferences, method of paired comparison was used. Results showed us that in the control group true-false and multiple choice tests were preferred rather than other methods. On the other hand in the experimental group research based performance tasks and the essay type exams which consisted of questions which had more than one possible right answers were preferred rather than other methods. Results showed us that the aim of the assessment might affect students' assessment preferences.
The aim of this study is scaling of university students' assessment preferences when formative assessment is used and is not used. Semi experimental design was used in this study. Participants of the study include 205 Faculty of Education students in a state university located in Ankara, Turkey. In order to collect data, a questionnaire was developed by the researcher. The questionnaire included a pair of assessment method on each line and the respondents were required to select one of two assessment methods. Assessment methods were arranged in pairs so that every one of them was paired with every other one. The questionnaire was administered to the control group without any additional instruction. On the other hand the questionnaire was administered to the experimental group with an additional instruction. In the instruction it was asked the respondents to answer the questionnaire considering formative assessment was applied. To scale the respondents' assessment preferences, method of paired comparison was used. Results showed us that in the control group true-false and multiple choice tests were preferred rather than other methods. On the other hand in the experimental group research based performance tasks and the essay type exams which consisted of questions which had more than one possible right answers were preferred rather than other methods. Results showed us that the aim of the assessment might affect students' assessment preferences.
Açıklama
Anahtar Kelimeler
Değerlendirme Tercihleri, Durum Belirleme Tercihleri, İkili Karşılaştırmalarla Ölçekleme, Assessment Preferences, Scaling, Method of Paired Comparis
Kaynak
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
16
Sayı
2