Bir Matematik Sınıfında Sınıf İçi Değerlendirme Uygulamaları ve Öğrenci Hedef Yönelimleri

Year 2020, , 294 - 323, 30.01.2020

Hülya Yıldızlı

https://doi.org/10.14689/issn.2148-2624.1.8c.1s.13m

Abstract

Bu çalışmada, matematik dersinde sınıf içi değerlendirme uygulamalarının nasıl olduğunun ve bu uygulamaların farklı hedef yönelimlerine sahip öğrenciler tarafından nasıl algılandığının ortaya çıkarılması amaçlanmıştır. Ayrıca bu araştırmada, matematik dersinde sınıf içi değerlendirme uygulamalarını daha derinden betimlenmesini sağlayan ve öğrenci hedef yönelimleri ile ilişkili sınıf içi diğer uygulamaların (kıyaslama, rekabet, öğrenme yaşantıları, vb.) da nasıl olduğunun ortaya koyulması ve bu uygulamaların farklı hedef yönelimlerine sahip öğrenciler tarafından nasıl algılandığının ortaya çıkarılması amaçlanmıştır. Bu amaç çerçevesinde, bir matematik öğretmeni ve bu öğretmenin 7. sınıf düzeyinde bir sınıfı matematik derslerinde 8 hafta boyunca gözlemlenmiştir. Araştırma karma araştırma modelinde yürütülmüştür. Araştırma nicel boyutunda, amaçlı bir şekilde öğrencilerin hedef yönelimlerini belirlemek için ölçek verilerinden yararlanılmıştır. Nitel boyut, öğretmen ve öğrenci boyutu olmak üzere iki aşamada gerçekleşmiştir. Öğretmen boyutunda, öğretmen sınıf içi değerlendirme uygulamalarına ve öğrencilerin hedef yönelimleri ile ilişkili olabilecek sınıf içi hedef yapıları ile ilişkili uygulamalara yönelik gözlemlenmiştir. Öğrenci boyutunda ise, seçilen üç öğrencinin sınıf içerisinde öğrenme süreçlerine ilişkin davranışları gözlemlenmiştir. Bu öğrencilerle gözlem sonrası görüşmeler yapılmıştır. Araştırmadan elde edile veriler analiz edilerek bulgular, öğrenci hedef yönelimleri bağlamında tartışılmıştır.

Keywords

Sınıf içi değerlendirme pratikleri, hedef yönelimi, matematik eğitimi

Classroom Assessment Practices and Student Goal Orientations in Mathematics Classes

Abstract

The present study aimed to explore classroom assessment practices (7th grade) in mathematics course and how these practices are perceived by students who had different goal orientations. In addition, the study also investigated how other classroom practices (i.e. comparisons, competition, and learning experiences), which allowed for a deeper description of classroom assessment practices, were perceived by students who had different goal orientations. In line with this aim, a mathematics teacher and one of his seventh grade mathematics classes were observed for a period of eight weeks. The study followed a mixed method methodology. The first part of the study was quantitative and aimed to collect and analyse quantitative data from students to identify their goal orientations. The qualitative part included two steps which focused on; a) teachers and b) students. The teacher dimension focused on the observation of teachers’ classroom assessment practices which were related to other classroom practices that could be associated with students’ goal orientations. The student dimension focused on the observation of three students’ behaviours during teaching/learning processes. Those students were interviewed following observations. According to the results, classroom assessment practices and other classroom practices which could be associated with students’ goal orientations are perceived differently based on students’ goal orientations.

Keywords

Classroom assessment practices, student goal orientations, math education

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