Türkiye Kapsamında Ortaöğretim Fen Bilimleri Alan Öğretmenlerinin Ölçme ve Değerlendirme Okuryazarlıkları: Betimsel Bir İçerik Analizi

Kemal İzci

Research Article

Türkiye Kapsamında Ortaöğretim Fen Bilimleri Alan Öğretmenlerinin Ölçme ve Değerlendirme Okuryazarlıkları: Betimsel Bir İçerik Analizi

Year 2018, Issue: 17, 23 - 54, 26.07.2018

Kemal İzci

Abstract

Bir alan taraması olan bu çalışma, ortaöğretim fen bilimleri alan öğretmenlerinin (bi-
yoloji, fizik ve kimya) ölçme ve değerlendirme okuryazarlıkları üzerine Türkiye’de yapılan
araştırmaların derlenerek mevcut durumun tespit edilmesi, bu alandaki eksiklerin belirlen-
mesi ve gerekli tavsiyelerin sunulması amacıyla gerçekleştirilmiştir. Bu amaçla içerik analizi
yöntemlerinden betimsel içerik analizi kullanılarak Google Akademik arama motoru, TÜBİTAK ULAKBİM, DergiPark, Yüksek Öğretim Kurulu Ulusal Tez Merkezi, EBSCOhost-ERIC ve SPRINGER gibi farklı veri tabanları aracılığı ile ulaşılan ve amaca uygun 19 çalışma
incelenmiştir. Elde edilen sonuçlar kimya öğretmenliği kapsamında yeterli sayıda çalışmanın
olmadığını, ölçme ve değerlendirme okuryazarlığının genelde anlık olarak çalışıldığını, çoğunlukla ölçme ve değerlendirme bilgisi ve algısı üzerine odaklanıldığını göstermektedir.
Sonuçlar aynı zamanda çalışmaların katılımcıların gerçek uygulamaları yerine ifade ettikleri
uygulamaya yoğunlaştıklarını; dönüt verme, öz-akran değerlendirme ve etik bilgisi üzerine
ise herhangi bir çalışmanın gerçekleşmediğini göstermiştir. Bu sonuçlar ışığında araştırmacılara ve eğitimcilere, öğretmenlerin ölçme ve değerlendirme okuryazarlığının çalışılması ve
geliştirilmesiyle ilgili önerilerde bulunulmuştur.

Keywords

Fen bilimleri öğretmenleri, ölçme ve değerlendirme okuryazarlığı, be- timsel içerik analizi, öğretmen eğitimi

References

Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do? In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The professional knowledge base of science teaching (pp. 205–221). The Netherlands: Springer.
Aydın, S. & Boz, Y. (2012). Fen öğretmen eğitiminde pedagojik alan bilgisi araştırmalarının derlenmesi: Türkiye örneği. Kuram ve Uygulamada Eğitim Bilimleri,12 (1), 479-505.
Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45(1), 83-93.
Black, P., & Wiliam, D. (2006). Developing a theory of formative assessment. In J. Gardner (Eds.), Assessment and learning (pp. 81-100). London: Sage.
Bondas, T., & Hall, E. O. (2007). Challenges in approaching metasynthesis research. Qualitative Health Research, 17(1), 113-121. doi:10.1177/1049732306295879
Box, C., Skoog, G., & Dabbs, J. M. (2015). A case study of teacher personal practice assessment theories and complexities of implementing formative assessment. American Educational Research Journal, 52(1), 956–983.
Cowie, B., Cooper, B., & Ussher, B. (2014). Developing an identity as a teacher assessor: Three student teacher case studies. Assessment Matters, 7, 64-89.
Çalık, M., & Sözbilir, M. (2014). İçerik Analizinin Parametreleri. Eğitim ve Bilim, 39(174), 33-38. Döş, B. (2016). Analyzing the alternative assessment applications for the development of teaching: Review of literature. International Online Journal of Educational Sciences, 8 (4), 215-228.
Fletcher, A. & Shaw G. (2012). How does student-directed assessment affect learning? Using assessment as a learning process. International Journal of Multiple Research Approaches, 6, 245-263.
Furtak, E. M., Ruiz-Primo, M. A., Shemwell, J. T., Ayala, C. C., Brandon, P., Shavelson, R. J., . . . Yin, Y. (2008). On the fidelity of implementing embedded formative assessments and its relation to student learning. Applied Measurement in Education, 21, 360–389. doi:10.1080/08957340802347852
Gotwals, A. W., & Birmingham, D. (2016). Eliciting, identifying, interpreting, and responding to students’ ideas: Teacher candidates’ growth in formative assessment practices. Research in Science Education, 46(1), 365–388.
Haug, B. S., & Ødegaard, M. (2015). Formative assessment and teachers’ sensitivity to student responses. International Journal of Science Education, 37(4), 629-654.
Harshman, J., & Yezierski, E. (2015). Guiding teaching with assessments: High school chemistry teachers’ use of data-driven inquiry. C Chem. Educ. Res. Pract., 16(1), 93 103.
Hill, M. F., Gunn, A., Cowie, B., Smith, L. F., & Gilmore, A. (2014). Preparing primary and early childhood initial teacher education students to use assessment in teaching. Assessment Matters, 7, 4-23.
İzci, K. (2013). Investigating high school chemistry teachers’ perceptions, knowledge and practices of classroom assessment. (Unpublished PhD Thesis), Columbia, MO, University of Missouri-Columbia
İzci, K. (2016). International and external factors affecting teachers adoption of formative assessment to support learning. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(8), 2541-2548.
Kang, H., Thompson, J. & Windschitl, M. (2014). Creating opportunities for students to show what they know: The role of scaffolding in assessment tasks. Science Education, 98(4), 674– 704.DOI 10.1002/sce.21123
Kingston, N., & Nash, B. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice, 30, 28–37.
Lee, O. (2004). Teacher change in beliefs and practices in science and literacy instruction with English language learners. Journal of Research in Science Teaching, 41, 65–93.
Looney, A., Cumming, J., Kleij, F., & Harris, K. (2017). Reconceptualising the role of teachers as assessors: Teacher assessment identity. Assessment in Education: Principles, Policy & Practice, DOI: 10.1080/0969594X.2016.1268090
Lyon, E. G. (2011). Beliefs, practices, and reflection: Exploring a science teacher’s classroom assessment through the assessment triangle model. Journal of Science Teacher Education, 22(5), 417-435. DOI: 10.1007/1097201192414
Lyon, E. G. (2013). What about language while equitably assessing science? Case studies of preservice teachers’ evolving expertise. Teaching and Teacher Education,32, 1-11.
MEB. (2007). Ortaöğretim kimya dersi öğretim programı. T.C. Milli Eğitim Bakanlığı. Ankara. MEB. (2013). Ortaöğretim kimya dersi (9-12. Sınıfar) öğretim programı. T.C. Milli EğitimBakanlığı. Ankara.
MEB (2017). Öğretmenlik mesleği genel yeterlikleri. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. Ankara. 19.03.2018 tarihin de http://oygm.meb.gov.tr/meb_ iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_ YETERLYKLERY.pdf adresinden erişildi.
MEB. (2018). Ortaöğretim biyoloji dersi öğretim programı. T.C. Milli Eğitim Bakanlığı. Ankara. MEB. (2018). Ortaöğretim fizik dersi öğretim programı. T.C. Milli Eğitim Bakanlığı. Ankara. MEB. (2018). Ortaöğretim kimya dersi öğretim programı. T.C. Milli Eğitim Bakanlığı. Ankara.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks: Sage Publications.
National Research Council. (2012) A framework for K-12 science education: Practices, crosscutting concepts, and core Ideas. Washington, DC: The National Academies Press.
Nixon, R. S., Hill, K. M. & Luft, J. A. (2017) Secondary science teachers’ subject matter knowledge development across the first 5 years, Journal of Science Teacher Education, 28(7), 574-589, DOI: 10.1080/1046560X.2017.1388086
Otero, V. K. (2006). Moving beyond the “get it or don’t” conception of formative assessment. Journal of Teacher Education, 57(3), 247–255. doi:10.1177/0022487105285963
Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001).Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.
Smith, L. K., & Southerland, S. A. (2007). Reforming practice or modifying reforms? Elementary teachers’ response to the tools of reform. Journal of Research in Science Teaching, 44(3), 396 - 423.
Stiggins, R. J. (2008). An introduction to student-involved assessment FOR learning. New Jersey: Pearson Merrill Prentice Hall.
Şenyurt, S. & Özer Özkan, Y. (2017). Eğitimde ölçme ve değerlendirme alanında yapılan yüksek lisans tezlerinin tematik ve metodolojik açıdan incelenmesi. İlköğretim Online, 16(2), 628- 653, 2017.
Vogelzang, J. & Admiraal, W. F. (2017). Classroom action research on formative assessment in a context-based chemistry course. Educational Action Research, 25(1),155-166, DOI: 10.1080/09650792.2016.1177564
Xu, Y. & Brown, G.T. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58(1), 149-162

Year 2018, Issue: 17, 23 - 54, 26.07.2018

Kemal İzci

Abstract

References

Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do? In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The professional knowledge base of science teaching (pp. 205–221). The Netherlands: Springer.
Aydın, S. & Boz, Y. (2012). Fen öğretmen eğitiminde pedagojik alan bilgisi araştırmalarının derlenmesi: Türkiye örneği. Kuram ve Uygulamada Eğitim Bilimleri,12 (1), 479-505.
Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45(1), 83-93.
Black, P., & Wiliam, D. (2006). Developing a theory of formative assessment. In J. Gardner (Eds.), Assessment and learning (pp. 81-100). London: Sage.
Bondas, T., & Hall, E. O. (2007). Challenges in approaching metasynthesis research. Qualitative Health Research, 17(1), 113-121. doi:10.1177/1049732306295879
Box, C., Skoog, G., & Dabbs, J. M. (2015). A case study of teacher personal practice assessment theories and complexities of implementing formative assessment. American Educational Research Journal, 52(1), 956–983.
Cowie, B., Cooper, B., & Ussher, B. (2014). Developing an identity as a teacher assessor: Three student teacher case studies. Assessment Matters, 7, 64-89.
Çalık, M., & Sözbilir, M. (2014). İçerik Analizinin Parametreleri. Eğitim ve Bilim, 39(174), 33-38. Döş, B. (2016). Analyzing the alternative assessment applications for the development of teaching: Review of literature. International Online Journal of Educational Sciences, 8 (4), 215-228.
Fletcher, A. & Shaw G. (2012). How does student-directed assessment affect learning? Using assessment as a learning process. International Journal of Multiple Research Approaches, 6, 245-263.
Furtak, E. M., Ruiz-Primo, M. A., Shemwell, J. T., Ayala, C. C., Brandon, P., Shavelson, R. J., . . . Yin, Y. (2008). On the fidelity of implementing embedded formative assessments and its relation to student learning. Applied Measurement in Education, 21, 360–389. doi:10.1080/08957340802347852
Gotwals, A. W., & Birmingham, D. (2016). Eliciting, identifying, interpreting, and responding to students’ ideas: Teacher candidates’ growth in formative assessment practices. Research in Science Education, 46(1), 365–388.
Haug, B. S., & Ødegaard, M. (2015). Formative assessment and teachers’ sensitivity to student responses. International Journal of Science Education, 37(4), 629-654.
Harshman, J., & Yezierski, E. (2015). Guiding teaching with assessments: High school chemistry teachers’ use of data-driven inquiry. C Chem. Educ. Res. Pract., 16(1), 93 103.
Hill, M. F., Gunn, A., Cowie, B., Smith, L. F., & Gilmore, A. (2014). Preparing primary and early childhood initial teacher education students to use assessment in teaching. Assessment Matters, 7, 4-23.
İzci, K. (2013). Investigating high school chemistry teachers’ perceptions, knowledge and practices of classroom assessment. (Unpublished PhD Thesis), Columbia, MO, University of Missouri-Columbia
İzci, K. (2016). International and external factors affecting teachers adoption of formative assessment to support learning. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(8), 2541-2548.
Kang, H., Thompson, J. & Windschitl, M. (2014). Creating opportunities for students to show what they know: The role of scaffolding in assessment tasks. Science Education, 98(4), 674– 704.DOI 10.1002/sce.21123
Kingston, N., & Nash, B. (2011). Formative assessment: A meta-analysis and a call for research. Educational Measurement: Issues and Practice, 30, 28–37.
Lee, O. (2004). Teacher change in beliefs and practices in science and literacy instruction with English language learners. Journal of Research in Science Teaching, 41, 65–93.
Looney, A., Cumming, J., Kleij, F., & Harris, K. (2017). Reconceptualising the role of teachers as assessors: Teacher assessment identity. Assessment in Education: Principles, Policy & Practice, DOI: 10.1080/0969594X.2016.1268090
Lyon, E. G. (2011). Beliefs, practices, and reflection: Exploring a science teacher’s classroom assessment through the assessment triangle model. Journal of Science Teacher Education, 22(5), 417-435. DOI: 10.1007/1097201192414
Lyon, E. G. (2013). What about language while equitably assessing science? Case studies of preservice teachers’ evolving expertise. Teaching and Teacher Education,32, 1-11.
MEB. (2007). Ortaöğretim kimya dersi öğretim programı. T.C. Milli Eğitim Bakanlığı. Ankara. MEB. (2013). Ortaöğretim kimya dersi (9-12. Sınıfar) öğretim programı. T.C. Milli EğitimBakanlığı. Ankara.
MEB (2017). Öğretmenlik mesleği genel yeterlikleri. Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. Ankara. 19.03.2018 tarihin de http://oygm.meb.gov.tr/meb_ iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_ YETERLYKLERY.pdf adresinden erişildi.
MEB. (2018). Ortaöğretim biyoloji dersi öğretim programı. T.C. Milli Eğitim Bakanlığı. Ankara. MEB. (2018). Ortaöğretim fizik dersi öğretim programı. T.C. Milli Eğitim Bakanlığı. Ankara. MEB. (2018). Ortaöğretim kimya dersi öğretim programı. T.C. Milli Eğitim Bakanlığı. Ankara.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks: Sage Publications.
National Research Council. (2012) A framework for K-12 science education: Practices, crosscutting concepts, and core Ideas. Washington, DC: The National Academies Press.
Nixon, R. S., Hill, K. M. & Luft, J. A. (2017) Secondary science teachers’ subject matter knowledge development across the first 5 years, Journal of Science Teacher Education, 28(7), 574-589, DOI: 10.1080/1046560X.2017.1388086
Otero, V. K. (2006). Moving beyond the “get it or don’t” conception of formative assessment. Journal of Teacher Education, 57(3), 247–255. doi:10.1177/0022487105285963
Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001).Knowing what students know: The science and design of educational assessment. Washington, DC: National Academy Press.
Smith, L. K., & Southerland, S. A. (2007). Reforming practice or modifying reforms? Elementary teachers’ response to the tools of reform. Journal of Research in Science Teaching, 44(3), 396 - 423.
Stiggins, R. J. (2008). An introduction to student-involved assessment FOR learning. New Jersey: Pearson Merrill Prentice Hall.
Şenyurt, S. & Özer Özkan, Y. (2017). Eğitimde ölçme ve değerlendirme alanında yapılan yüksek lisans tezlerinin tematik ve metodolojik açıdan incelenmesi. İlköğretim Online, 16(2), 628- 653, 2017.
Vogelzang, J. & Admiraal, W. F. (2017). Classroom action research on formative assessment in a context-based chemistry course. Educational Action Research, 25(1),155-166, DOI: 10.1080/09650792.2016.1177564
Xu, Y. & Brown, G.T. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58(1), 149-162

There are 35 citations in total.

Details

Primary Language	Turkish
Subjects	Studies on Education
Journal Section	Articles
Authors	Kemal İzci
Publication Date	July 26, 2018
Submission Date	April 15, 2018
Published in Issue	Year 2018 Issue: 17

Cite

APA	İzci, K. (2018). Türkiye Kapsamında Ortaöğretim Fen Bilimleri Alan Öğretmenlerinin Ölçme ve Değerlendirme Okuryazarlıkları: Betimsel Bir İçerik Analizi. Eğitim Ve İnsani Bilimler Dergisi: Teori Ve Uygulama, 9(17), 23-54.

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