Türkçe Öğretmenlerinin Ölçme Değerlendirme Okuryazarlık Düzeylerinin İncelenmesi

Year 2024, Issue: Türk Eğitim Sisteminde Değişimler ve Yeni Eğilimler, 149 - 165, 31.10.2024

Teymur Erol , Muhammed Tunagür

https://doi.org/10.33709/ictimaiyat.1539663

Abstract

Bu çalışma, Türkçe öğretmenlerinin ölçme ve değerlendirme okuryazarlık düzeylerini ortaya koymayı amaçlamıştır. Çalışma karma araştırma yöntemlerinden yakınsayan paralel model ile tasarlanmıştır. Nicel boyutta tek gruplu ön test- son test deseni, nitel kısımda ise durum çalışması kullanılmıştır. Araştırmanın çalışma grubu; Muş il merkezindeki devlet okullarında çalışan 27 Türkçe öğretmeninden oluşmaktadır. Çalışma grubu seçkisiz olmayan örneklemelerden uygun örnekleme yöntemiyle belirlenmiştir. Araştırma verileri, “Ölçme Değerlendirme Okuryazarlığı Envanteri” ile araştırmacılar tarafından hazırlanan “Yapılandırılmış Görüşme Formu” kullanılarak elde edilmiştir. Nicel veriler parametrik testlerle, nitel veriler içerik analiziyle incelenmiştir. Araştırma sonuçları, öğretmenlerin ölçme ve değerlendirme yöntem ve tekniklerini belirleme, ölçme ve değerlendirme yöntemlerini kullanarak öğrencilerin öğrenme düzeyini ölçme, verileri analiz ederek yorumlama, öğrencinin gelişimi ve öğrenmesiyle ilgili geri bildirim sağlama, sonuçlara göre öğrenme ve öğretme sürecini gözden geçirme alanlarında yetersiz olduğunu ortaya koymuştur. Ayrıca nicel ve nitel bulgular birlikte değerlendirildiğinde, ölçme ve değerlendirme okuryazarlığı ile ilgili olarak katılımcıların görüşlerine yansıyan olumlu değerlendirmelerin nicel bulgularla desteklenmediği görülmektedir.

Keywords

Ölçme ve değerlendirme, ölçme ve değerlendirme okuryazarlığı, okuryazarlık becerileri, Türkçe öğretmenleri

Investigation of Measurement and Evaluation Literacy Levels of Turkish Teachers

Abstract

This study aimed to reveal the measurement and evaluation literacy levels of Turkish teachers. Quantitative and qualitative research models were used together in the study. In the quantitative dimension, a convergent parallel mixed method was used. In the qualitative part, a case study method was used. The study group of the research consists of 27 Turkish teachers working in schools in Muş. The study group was determined by the convenience sampling method from non-random samples. The research data were obtained using the “Measurement and Evaluation Literacy Inventory” and the “Structured Interview Form” prepared by the researchers. Quantitative data were examined with parametric tests, and qualitative data were examined with content analysis. The research results revealed that teachers were inadequate in the areas of determining measurement and evaluation methods and techniques, measuring students' learning levels using measurement and evaluation methods, analyzing and interpreting data, providing feedback on students' development and learning, and reviewing the learning and teaching process according to the results. In addition, when the quantitative and qualitative findings are evaluated together, it is seen that the optimistic evaluations reflected in the views of the participants regarding measurement and assessment literacy are not supported by the quantitative findings

Keywords

Measurement and evaluation, measurement and evaluation literacy, literacy skills, Turkish teachers

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