Araştırma Makalesi
Scaling of secondary school students' evaluation preferences according to learning approaches
Öz
The aim of this study is to determine the evaluation preferences of secondary school students adopting deep and superficial learning approach by using pairwise comparison method. The study was carried out with 444 students chosen from 9th, 10th, 11th and 12th grade students in four different types of secondary education in Mersin. The case V and case III models of the scaling method based on Thurstone's (1927) Law of Comparative Judgment, which can be applied in cases where the items can be given to participants in pairs, are used to answer the research questions. As a result of the research, it was determined that students adopting both deep and superficial learning approaches prefer the questions measuring the skills at remembering level with higher chance success such as matching, true or false and multiple choice in the first place, performance tasks and long answer questions in the last place while determining their academic success. When this result was examined according to the overall and grade levels of secondary students, it was observed that it did not change except for minor differences.
Anahtar Kelimeler
Kaynakça
- Anderson, P. S. (1987). Comparison of Student Attitudes About Seven Formats of Educational Testing, With Emphasis on The MDT Multi-Digit Testing Technique. Paper presented at the Annual Meeting of the Mid-Western Educational Research Association,Chicago. Bal, P. A. (2012b). Sınıf Öğretmenliği Öğretmen Adaylarının Matematik Dersine İlişkin Ölçme Değerlendirme Tercihleri. Türk Eğitim Bilimleri Dergisi, 10(3), 459-479. Bal, P. A. (2013). Lisans öğrencilerinin matematik dersine ilişkin değerlendirme tercihleri ile öğrenme stratejileri arasındaki ilişkinin incelenmesi. International Online Journal of EducationalSciences,5(1), 242-257. Bal, P. A. (2012a). Öğrencilerin matematik dersine ilişkin değerlendirme tercihleri. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 27, 60-73. Biggs, J. (2003). Teaching for quality learning at university (2nd edition). United Kingdom: The Society for Research into Higher Education and Open University Pres. Biggs, J. B. (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Research. Biggs, J. (1999a). What the Student Does: Teaching for Enhanced Learning. Higher Education, 18(1), 57-75. Biggs, J. (1999b). Teaching for quality learning at university. London: Open University Press. Birenbaum, M. (1994). Toward adaptive assessment - the student's angle. Studies in Educational Evaluation, 20, 239-255. Birenbaum, M. (1997). Assessment preferences and their relationship to learning strategies and orientations. Higher Education. 33, 71-84. Birenbaum, M. (2003). New insights into learning and teaching and their implications for assessment. Segers, M., Dochy, F. ve Cascallar, E. (eds.). Optimizing New Methods of Assessment: In Search of Qualities and Standards (pp.13-36). Dordrecht, The Netherlands: Kluwer. Büyüköztürk, Ş. ve Gülbahar, Y. (2010). Assesmentpreferences of highereducationstudents. EurasionJournal of EducationalResearch, 41, 55-72. Byrne, M., Flood, B. ve Willis, P. (2002). The relationship between learning approaches and learning outcomes: A study of Irish accounting students. Accounting Education, 11(1), 27-42. Çolak, E. ve Fer, S. (2007). Öğrenme yaklaşımları envanterinin dilsel eşdeğerlik, güvenirlik ve geçerlik çalışması. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(1), 197-212. Doğan, C. D. (2016). Biçimlendirici değerlendirmenin üniversite öğrencilerinin değerlendirme tercihleri üzerindeki etkisi: Bir ölçekleme çalışması. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi,16(2), 413-431. Doğan, C. D. (2011). Öğretmen adaylarının başarıları belirlenirken tercih ettikleri durum belirleme yöntemlerini etkileyen faktörler ve bu yöntemlere ilişkin görüşleri (Yayınlanmamış Doktora Tezi). Ankara Üniversitesi, Ankara. Doğan, C. D., Atmaca, S. ve Yolcu, F. A. (2012). Sekizinci sınıf öğrencilerinin öğrenme yaklaşımları ve değerlendirme tercihleri arasındaki ilişki. İlköğretim Online, 11(1), 264-272. Doğan, D. ve Kutlu, Ö. (5-7 Mayıs 2010). Değerlendirme tercihleri ile öğrenme stratejileri arasındaki ilişki: ingilizce öğretmen adayları örneği. 2. Ulusal Eğitimde Ölçme ve Değerlendirme Sempozyumunda sunuldu. Mersin Eğitim Fakültesi Mersin. 5-7 Mayıs.Mersin Üniversitesi Eğitim Fakültesi. Entwistlei, N. J ve Ramsden, P. (1983). Understanding student learning. London: Croom Helm. Ekinci, N. (2008). Üniversite öğrencilerinin öğrenme yaklaşımlarının belirlenmesi ve öğretme öğrenme süreci değişkenleri ile ilişkisi. (Yayımlanmamış Doktora Tezi). Hacettepe Üniversitesi, Ankara. Gelbal, S. ve Kelecioğlu, H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,33, 135-147. Gijbels, D. ve Dochy, F. (2006). Students’ assessment preferences and approaches to learning: can formative assessment make a difference?. Educational Studies, 32(4), 399-409. Guilford, J. P. (1954). Psychometric methods. New York: Mc Graw-Hill. Karasar, N. (2014). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım. Kember, D., Biggs, J. ve Leung, D. Y. P. (2004). Examining the multidimensionality of approaches to learning through the development of a revised version of the learning process questionnaire. British Journal of Educational Psychology, 74, 261-280. Kuzgun, Y. ve Deryakulu, D. (2004). Bireysel farklılıklar ve eğitime yansımaları. (Editörler: Y. Kuzgun ve D. Deryakulu). Ankara: NobelYayın-Dağıtım. Marton, F. ve Saljo, R. (1976a). On qualitative differences in learning I: -Outcome & process. British Journal of Educational Psychology, 46, 4-11. Marton, F. ve Saljo, R. (1976b). On qualitative differences in learning -II: Outcome as a function of the learner’s conception of the task. British Journal of Educational Psychology, 46, 115-127. Mayya, S., Rao, A.K. ve Ramnarayan, K. (2004). Learning approaches, learning difficulties and academic performance of undergraduate students of physiotherapy. The Internet Journal of Allied Health Sciences and Practice, 2(4), 1-6. McManus, I.C., Richards, P. ve Winder, B.C. (1999). Intercalated degrees, learning styles, and career preferences: Prospective longitudinal study of UK medical students. British Medical Journal.International edition, 319, 542-546. Phillips, F. (1999). Business students’ learning preferences and associated task performance. Journal of Education for Business,75(1), 27-32. Reid, W. A., Duvall, E. ve Evans, P. (2007). Relationship between assessment results and approaches to learning and studying in year two medical students. Medical Education, 41(8), 754-762. Sambell, K., McDowell, L. ve Brown, S. (1997). ‘But is it fair?’: An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23(4), 349-371. Scouller, K. (2000). The influence of assessment method on student learning. Australian Association for Research in Education, 35(4), 453-472. Struyven, K., Dochy, F. ve Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment & Evaluation in Higher Education,30(4), 325-341. Thurstone, L. L. (1927). A law of comparativejudgement. PsychologicalRewiev, 34, 273-286. Turgut, M. F. (1992). Eğitimde ölçme ve değerlendirme metotları. (8. Basım). Ankara: Saydam Matbaacılık. Zeinder, M. (1987). Essay versus multiple-choice type classroom exams: The student’s perpective. Journal of Education Research,80, 352-358.
Toplam 1 adet kaynakça vardır.