Opinions of question writers and teachers on skill-based questions in science lessons

Abstract

This study aims to obtain and compare the opinions of the question writers and teachers on skill-based questions. 24 science teachers and 11 context-based question writers participated in the study carried out according to the convergent parallel design. Opinions of both parties on the skill-based questions were taken and compared with the qualitative and quantitative data. Semi-structured interview forms prepared by the researchers were used as a data collection tool, and the collected answers were analyzed by content analysis. In addition, the teacher opinion questionnaire on skill-based questions was applied to both parties and a significant relationship between them was sought. Although there was a significant difference between the opinions of the question writers and the teachers on life-based questions, their opinions on the positive and negative aspects of life-based questions show parallelism. Teachers think that the new generation questions are unnecessarily long and time-consuming and that the quality of the questions in the market should be increased. It is recommended to carry out more detailed studies on skill-based questions and the foundations on which they are based. Also, providing teachers with more in-service training on skill-based question writing, and studying the views of students would contribute to the field.

Keywords

• assessment and evaluation
• LGS
• skill-based questions

References

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