A Model Proposal for Solving Problems Encountered in Performance Tasks

Year 2018, Volume: 5 Issue: 4, 593 - 610, 16.12.2018

Melek Gülşah Şahin , Nagihan Boztunç Öztürk

https://doi.org/10.21449/ijate.390603

Cited By: 2

Abstract

This study aims to establish a model proposal for solving problems in the
use of performance tasks at the high school level. The study which adopted qualitative
research method was planned in two stages. First, the problems faced by high school
teachers (n = 40) using performance tasks
were determined, and for the second stage the opinions of academicians (n = 8) related to the solution of the determined
problems were consulted. Three stakeholders were identified in solving the problems
identified during the first step of the study; those being the university, the Ministry
of National Education (MoNE), and the teachers. Although the perceptions
of the teachers’ use of performance tasks in general were positive, it was seen
that there problems were experienced in their application. Emphasis was placed on
the importance of communication between the university, the MoNE and the teachers
in order to overcome these problems. For the effective function of performance tasks,
points such as diversity in classroom practices, attention to the characteristics
of students and environmental conditions, and the use of rubrics were emphasised.

Keywords

Performance tasks, Measurement and evaluation, Classroom assessment, High school education

A Model Proposal for Solving Problems Encountered in Performance Tasks

Abstract

This study aims to establish a model proposal for solving problems in the use of performance tasks at the high school level. The study which adopted qualitative research method was planned in two stages. First, the problems faced by high school teachers (n = 40) using performance tasks were determined, and for the second stage the opinions of academicians (n = 8) related to the solution of the determined problems were consulted. Three stakeholders were identified in solving the problems identified during the first step of the study; those being the university, the Ministry of National Education (MoNE), and the teachers. Although the perceptions of the teachers’ use of performance tasks in general were positive, it was seen that there problems were experienced in their application. Emphasis was placed on the importance of communication between the university, the MoNE and the teachers in order to overcome these problems. For the effective function of performance tasks, points such as diversity in classroom practices, attention to the characteristics of students and environmental conditions, and the use of rubrics were emphasised.

Keywords

Performance tasks, Measurement and evaluation, Classroom assessment, High school education

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