kastamonu education journal Kastamonu Education Journal 2147-9844 Kastamonu University 10.24106/kefdergi.1683488 Science Education Fen Bilgisi Eğitimi An Action Research on the Utilization of Formative Assessment Components in Online Environments in Science Education Fen Bilimleri Öğretiminde Çevrimiçi Ortamlarda Biçimlendirici Değerlendirme Bileşenlerinin Kullanılmasına Yönelik Bir Eylem Araştırması https://orcid.org/0000-0002-7295-5565 Torun Burcu MİLLİ EĞİTİM BAKANLIĞI https://orcid.org/0000-0002-7205-6279 Pektaş Murat KASTAMONU UNIVERSITY 04 25 2025 33 2 372 388 09 25 2024 04 20 2025 Copyright © 1995, Kastamonu Education Journal 1995 Kastamonu Education Journal

Purpose: This research aimed to identify the utilization status of formative assessment components by teachers and analyze the process of addressing the problems encountered in these components.Design/Methodology/Approach: The research was designed considering Stringer's (2007) model supporting the collaborative action research process. Weekly action cycles were planned with teachers during the research. Data collection tools for the study included video recordings (classroom observations), teacher interviews, researcher field notes, lesson plans, planning and reflection meetings with teachers, and meetings with the validation committee. Data analysis in this research was conducted using descriptive analysis and constant comparative analysis. Interview and observation data, along with lesson plans, were analyzed by the researcher after each action cycle, based on the 'formative assessment classroom observation form' created, to determine the extent to which each teacher used formative assessment components in their lessons. Data were also shared with the validation committee to complete evaluations related to formative assessment components for each teacher. Upon examining the development of teachers' formative assessment components, it was observed that two teachers reached expert levels in all components, while one teacher reached an expert level in all components except for peer assessment.Findings: Factors generally influencing the use of formative assessment components by teachers, based on the findings of this study, included teachers' instructional beliefs and attitudes, collaboration and adequate support, time, experience, and standardized tests, as well as teachers' educational philosophies and their utilization of online learning environments. The findings of the study were discussed in relation to the literature, and various recommendations were provided to practitioners to contribute to the use of formative assessment in classroom practices and to researchers aiming to improve teachers' formative assessment practices.Highlights: Factors generally affecting the use of formative assessment components by teachers can be stated as teachers' pedagogical beliefs and attitudes, collaboration and adequate support, time, experience, and centralized exams, teachers' educational understanding, and their use of online learning environments.

Çalışmanın amacı: Bu araştırmada, öğretmenlerin biçimlendirici değerlendirme bileşenlerini kullanma durumlarının ortaya konulması ve bu bileşenlerde ortaya çıkan problemlerin giderilmesi sürecinin analiz edilmesi amaçlanmıştır.Materyal ve Yöntem: Bu araştırma, öğretmenlerin biçimlendirici değerlendirme uygulamalarını geliştirmeyi amaçlamakta olup, işbirlikçi eylem araştırması yöntemiyle gerçekleştirilmiştir. Araştırma süreci, işbirlikçi eylem araştırması yaklaşımını destekleyen Stringer (2007) modeline dayalı olarak tasarlanmıştır. Bu doğrultuda, öğretmenlerle haftalık eylem döngüleri planlanmıştır. Araştırmada veri toplama araçları olarak video kaydı (ders gözlemi), öğretmen görüşmeleri, araştırmacının saha notları, ders planları, öğretmenlerle yapılan planlama ve yansıtma toplantıları ile geçerlik komitesi toplantıları kullanılmıştır. Veri analizinde betimsel analiz ve sürekli karşılaştırmalı analiz yöntemlerinden yararlanılmıştır. Görüşme ve gözlem verileri ile ders planları, her eylem döngüsü sonunda araştırmacı tarafından geliştirilen “biçimlendirici değerlendirme sınıf içi gözlem formu” doğrultusunda analiz edilmiştir. Böylelikle, her bir öğretmenin dersinde biçimlendirici değerlendirme bileşenlerini kullanma durumu belirlenmeye çalışılmıştır.Bulgular: Araştırma sonuçlarına göre, öğretmenlerin biçimlendirici değerlendirme bileşenlerindeki gelişimleri incelendiğinde, iki öğretmenin tüm bileşenlerde uzmanlık düzeyine ulaştığı, bir öğretmenin ise akran değerlendirme bileşeni hariç diğer bileşenlerde uzmanlık düzeyine ulaştığı tespit edilmiştir.Önemli Vurgular: Çalışmadan elde edilen bulgulara göre, öğretmenlerin biçimlendirici değerlendirme bileşenlerini kullanımlarını etkileyen genel faktörler; öğretimsel inanç ve tutumları, iş birliği ve yeterli destek düzeyleri, zaman yönetimi, deneyim, merkezi sınavların etkisi, öğretim anlayışları ve çevrim içi öğrenme ortamlarını kullanma durumları olarak belirlenmiştir.

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