The Perception of Testing in Pupil’s Drawings

Öz

-

Anahtar Kelimeler

• -

The Perception of Testing in Pupil’s Drawings

Abstract

The aim of this research was to reveal 5th grade middle school students’ perceptions of testing (examination) using their drawings (pictures). The students were asked to draw a picture that reflected their ideas about the concept of testing. This qualitative research was based on a phenomenological model. The sample of the study was 250 students attending a private middle school with branches in different provinces of Turkey. The collected data was analyzed in order to reveal the implicit content. According to the results of the content analysis, the students’ drawings on their perception of the concept of testing were classified into 12 categories. The most and least represented categories were found to be anxiety and intelligence, respectively. The student drawings included in the categories of anxiety, grade anxiety, threat, and punishment constituted 60.7% of all the drawings, indicating that the students generally had a negative perception concerning exams. Although the drawings appear to be entertaining, they do provide evidence of the psychological effects of exams on students

Keywords

• Test perception, Test anxiety, Competitive exams, Student achievement, Student drawings

References

1. Airasian, P. W., & Russell, M. K. (2008). Classroom assessment: Concepts and applications (6th ed.). Boston: McGraw-Hill.
2. Altınköprü, T. (2003). Çocuğun başarısı nasıl sağlanır? (11th ed.). Istanbul: Hayat Yayıncılık.
3. Balogun, A. G. (2014). Effect of test anxiety on academic performance: Achievement motivation as a buffer. Universal Journal of Educational Research, 2(8), 531-536.
4. Berberoğlu, G. (2006). Sınıf içi ölçme ve değerlendirme teknikleri. İstanbul: Morpa Kültür Yayınları.
5. Böke, K. (2011). Örnekleme. In K. Böke (Ed.), Sosyal Bilimlerde Araştırma Yöntemleri (pp. 105- 147). İstanbul: Alfa Yayınları.
6. Cassady, J. C., & Johnson, R. E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27(2), 270-295.
7. Cochran, W. G. (1977). Sampling techniques (3rd ed.). New York: Wiley.
8. Creswell, J. W. (2007). Qualitative inquiry and research design–Choosing among five approaches (2nd ed.). California: SAGE Publications.

9. Culler, R. E., & Holohan, C. J. (1980). Test anxiety and academic performance: The effects of study-related behaviors. Journal of Educational Psychology, 72(1), 16-26.
10. Dönmez, Ö. (2008). An analysis regarding the transformation of the identification of the teachers in Turkey (Master’s thesis). Retrieved from Council of Higher Education Thesis Center Database. (Accession No. 234655)
11. Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme-I, temel kavramlar ve işlemler. Ankara: Pegem Akademi Yayıncılık.
12. Harris, L. R., Harnett, J. A., & Brown, G. T. L. (2009). Drawing our student conceptions: Using pupils’ pictures to examine their conceptions of assessment. In D. M. McInerney, G. T. L. Brown & G. A. D. Liem (Eds.), Student Perspectives on Assessment: What Students Can Tell Us About Assessment For Learning (pp. 321-330). Charlotte, NC: Information Age Publishing.
13. Harrison, S. (2003). The happy child: Changing the heart of education (M. Sağlam, Trans.). İstanbul: Dharma Yayınları.
14. Hensley, L. (1997). Alternative assessment for physical education. Journal of Physical Education, Recreation and Dance, 68(7), 19-24.
15. Kumandaş, H., & Kutlu, Ö. (2014). Yükseköğretime öğrenci seçmede ve yerleştirmede kullanılan sınavların oluşturduğu risk faktörlerinin okul başarısı üzerindeki etkileri. Türk Psikoloji Dergisi, 29(74), 15-31.
16. Kutlu, Ö. (2001). Ergenlerin Üniversite Sınavına İlişkin Kaygıları. Eğitim ve Bilim Dergisi, 26(121), 12-23.
17. Kutlu, Ö., Doğan, C. D., & Karakaya İ. (2010). Öğrenci başarısının belirlenmesi: Performansa ve portfolyoya dayalı durum belirleme (3rd ed.). Ankara: Pegem Akademi Yayıncılık.
18. Malchiodi, C. A. (2005). Understanding children’s drawings. (T. Yurtbay, Trans.). İstanbul: Epsilon Yayıncılık.
19. Miles, M. B., & Huberman, A. M. (1994). An expanded source book qualitative data analysis. California: Sage Publications.
20. O’Neal, J. (1992). Putting performance assessment to the test. Educational Leadership, 49(8), 14- 19.
21. Öner, N. (1989). Sınav kaygısı envanteri el kitabı. İstanbul: Yüksek Öğrenimde Rehberliği Tanıtma ve Rehber Yetiştirme Vakfı Yayınları.
22. Paris, S. G., Roth, J. L., & Turner, J. C. (2000). Developing disillusionment: Students’ perceptions of academic achievement tests. Issues in Education, 6(1/2), 17-45.
23. Ratcliff, D. (2008). Qualitative data analysis and the transforming moment. Common Ground Journal, 5(2), 160-181.
24. Spielberger, C. D., & Vagg, P. (1995). Test anxiety: A transactional process model, test anxiety theory, assessment, and treatment. Washington, D.C.: Taylor and Francis.
25. Stiggins, R. (2008). Assessment manifesto: A call for the development of balanced assessment systems. Portland, OR: ETS Assessment Training Institute.
26. TDK. (2014). Turkish Dictionary. Ankara: Türk Dil Kurumu Yayınları.
27. Thergaonkar, N. R., & Wadkar, A. J. (2007). Relationship between test anxiety and parenting style. Journal of Indian Association for Child and Adolescent Mental Health, 3(1), 10-12.
28. Wheelock, A., Bebell, D. J., & Haney, W. (2000). What can student drawings tell us about high- stakes testing in Massachusetts? Teachers College Record. (Online). Retrieved from http://www.tcrecord.org/Content.asp?ContentID=10634.
29. Willingham, D. (2009). Why don’t students like school? New York: Jossey-Bass.
30. Yavuzer, H. (1993). Resimleriyle çocuk (4th ed.). İstanbul: Remzi Kitabevi.
31. Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
32. Yıldırım, İ. V., & Ergene T. (2003). Lise son sınıf öğrencilerinin akademik başarılarının yordayıcısı olarak sınav kaygısı, boyun eğici davranışlar ve sosyal destek. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 224-234.
33. Zeidner, M. (2007). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A. Schutz & R. Pekrun (Eds.), Emotion in Education (pp. 165-184). San Diego: Academic Press. Please cite as:
34. Karaşahinoğlu, A. & Kutlu, Ö. (2018). The perception of testing in pupil’s drawings. Eğitim Bilimleri Araştırmaları Dergisi - Journal of Educational Sciences Research, 8(1), 1-18. http://ebad- jesr.com/