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İLKÖĞRETİM İKİNCİ KADEME ÖĞRENCİLERİNİN DERECELİ PUANLAMA ANAHTARINA İLİŞKİN GÖRÜŞLERİ

Year 2013, Volume: 21 Issue: 4, 1327 - 1344, 15.07.2016

Abstract

Bu çalışma, ilköğretim ikinci kademe öğrencilerinin dereceli puanlama anahtarına ilişkin görüşlerini belirlemeyi amaçlamaktadır. Bu amaçla, 2010–2011 öğretim yılında Ankara İli Çankaya İlçesinde seçkisiz örneklem yoluyla seçilen bir ilköğretim okulunun ikinci kademesinde öğrenim gören öğrencilerden her sınıf düzeyinde bir odak grup olmak üzere toplam 3 odak grup oluşturulmuştur. Her bir odak gruba, aynı sınıf düzeyinde 6 öğrenci rastgele seçilmiştir. Böylece araştırma, 3 odak grupta yer alan 18 öğrenci ile yürütülmüştür. Dört haftalık süre zarfında bir araştırma yapma etkinliği, öğrencilere performans görevi olarak dağıtılmıştır. Performans göreviyle birlikte dereceli puanlama anahtarı da uygulamanın başında öğrencilere verilmiştir. Araştırmada, öğrencilerin dereceli puanlama anahtarına ilişkin görüşlerini belirlemek amacıyla yarı yapılandırılmış görüşme metodunun kullanıldığı standart bir odak grup görüşme formu hazırlanmıştır. Görüşme sonucunda elde edilen veriler içerik analizi ile incelenmiştir. Bu incelemenin sonunda dereceli puanlama anahtarına duyulan memnuniyet, memnuniyetsizlik, dereceli puanlama anahtarının bireysel değerlendirme ve öğrenme üzerindeki sonuçları olmak üzere öğrenci görüşleri dört başlık altında toplanmıştır.

References

  • Andrade, H. G. (2000). Using rubrics to promote thinking and learning, Edutional Leaders- hip. Vol. 57(5).
  • Andrade, H. G. (2001). Theeffects of instructionalrubrics on learningtowrite,CurrentIssues in Education4 (4). [Online]: Retrieved on 12. 10. 2010, at URL: http://cie.asu.edu/volume4/ number4/
  • Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and theugly, College Teac- hing. Vol.53, No.1.
  • Andrade, H. G. & Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write, The Journal of Educational Research, Vol. 97, No.1.
  • Andrade, H. G. & Du, Y. (2005).Student perspectives on rubric-referenced assessment, Prac- tical Assessment, Research & Evaluation, Vol.10, No.3.
  • Andrade, H. G., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students’ writing, EducationalMeasurement: Issues and Practice, Vol. 27, Issue 2, pages 3–13.
  • Andrade, H. G., Wang, X., Du, Y., & Akawi, R. L. (2009).Rubric-referenced self-assessment and self efficacy for writing,TheJournal of EducationalResearch, Vol.102, No.4.
  • Aslanoğlu, A. E. ve Kutlu, Ö. (2003) Öğretimde sunu becerilerinin değerlendirilmesinde de- receli puanlama anahtarı (rubric) kullanılmasına ilişkin bir araştırma, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 36 (1-2).
  • Atılgan, H., Kan, A., Doğan, N.(2007).Eğitimde Ölçme ve Değerlendirme, Ankara:Anı Ya- yıncılık,
  • Brookhart, S. (1999). The art and science of classroom assessment: The missing part of pedagogy. Washington, DC: ERİC Clearinghouse on Higher Education. ED432938. [Online]: Retrieved on 24. 09 Eylül 2009, at URL http://chiron.valdosta.edu/whuitt/files/artsciassess.html
  • Goodrich, H. G. (1997). Understanding rubrics, Educational Leadership, 54(4).
  • Güneş, P.(2011). “Dereceli Puanlama Anahtarının İlköğretim Öğrencilerinin Araştırma Bece- risi ve Bilişsel Alan Düzeyine Etkisi.” Yayınlanmamış doktora tezi, Hacettepe Üniversite- si Fen Bilimler Enstitüsü, Ankara
  • Halonen, J. S.,Bosack, T., Clay, S., McCarthy, M., Dunn, D. S., Hill IV, G. W., McEntarffer, R., Mehrotra, C., Nesmith, R., Weaver , K. A., &Whitlock, K. (2003). A rubricforlear- ning, teaching, andassessingscientificinquiry in psychology, Teaching of Psychology, Vol. 30, Issue 3.
  • Kan, A. (2007). An alternative method in the new educational program from the point of perfor- mans-based assessment: Rubric scoring scales, Educational Sciences:Theory&Practice, 7(1),144-152
  • Luft, J. A. (1997). Design your own rubric, Science Scope, 20(5), 25-27.
  • Luft, J. A. (1999). Rubrics: Design and use in science teacher education, Journal of Science TeacherEducation, 10(2), 107-121.
  • McCollister, S. (2002). Developing criteria rubrics in the art classroom. Art Education, 55 (4), 46-52.
  • MEB, (2006). İlköğretim Fen Ve Teknoloji Dersi (6., 7. ve 8. Sınıflar) Öğretim Programı, Ankara.
  • Moskal, B. M. (2000). Scoring rubrics: What, when and how?, Practical Assesment, Research & Evaluation,7(3).
  • Nitko, A. J., 2007, Educational assessment of students. Upper Saddle River, N.J.:Pearson Merrill Prentice Hall
  • Phillip, C. (2002). Clear expectations: Rubrics and scoringguides, Knowledge Quest, 31(2), 26-7.
  • Popham, W. J. (1997). What’s wrong—and what’s right—with rubrics, Educational Leader- ship, Vol. 55 No (2).
  • Popham, W. J. (2007). Classroom assessment: What teachers need to know. USA:Pearson Education, 5th Edition.
  • Reddy, M. (2007). Effect of rubrics on enhancement of student learning, Educate~ 7(1), pp. 3-17.
  • Saddler, B. &Andrade, H. G. (2004).The writing rubric, Educational Leadership. Vol. 62, No.2.
  • Sefer, D. G. (2006). “Dereceli puanlama anahtarının (rubrik) problem çözme becerisinin de- ğerlendirilmesinde kullanılması.” Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversi- tesi Sosyal Bilimler Enstitüsü, Ankara.
  • Simon, M. & Forgette-Giroux, R. (2001). A rubric for scoring postsecondary academic skills, Practical Assessment, Research & Evaluation, 7(18).
  • Whittaker, C. R., Spencer, J. S., & Duhaney, D. (2001). Creating instructional rubrics, Cre- ating instructional rubrics for inclusive classroom, Teaching Exceptional Children, Vol. (34), No.(2), pp.(8-13).
  • Wiggins, G. (1991). Standart, not standardization: Evoking quality student work, Educational Leadership 48 (5), 18-25.
  • Yıldırım, A., Şimşek H.,(2008). Sosyal Bilimlerde Nitel Araştirma Yöntemleri. Ankara:Seçkin Yayıncılık
  • Zimmerman, B. (2000). Attaining self-regulation: Asocial cognitive perspective. In M. Bo- ekaerts, P.Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-41). New York: Academic Press.

SECONDARY SCHOOL STUDENTS’ OPINIONS ON RUBRICS

Year 2013, Volume: 21 Issue: 4, 1327 - 1344, 15.07.2016

Abstract

This study aims to specify the opinions of the secondary school students about the rubric. For this reason, 3 focus groups were created by random method in each class level from the students in the secondary school in the years of 2010-2011, Çankaya, Ankara. For each focus group 6 students in the same level were selected by random. So, the research was carried out with 18 students in 3 focus groups. In the process of 4 weeks one of the research activity was assigned to students as a performance task. Rubric was also given to students with the performance task at the beginning of the implementation. Standard focus group interview form in which semi structured interview form used in the research in order to specify the opinions of students. Data obtained from the interview was examined by content analysis. At the end of this examination, student’ opinions were grouped into four subtitles as contentment and discontentedness to the rubric and the effects of the rubric on individual evaluation and learning.

References

  • Andrade, H. G. (2000). Using rubrics to promote thinking and learning, Edutional Leaders- hip. Vol. 57(5).
  • Andrade, H. G. (2001). Theeffects of instructionalrubrics on learningtowrite,CurrentIssues in Education4 (4). [Online]: Retrieved on 12. 10. 2010, at URL: http://cie.asu.edu/volume4/ number4/
  • Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and theugly, College Teac- hing. Vol.53, No.1.
  • Andrade, H. G. & Boulay, B. A. (2003). Role of rubric-referenced self-assessment in learning to write, The Journal of Educational Research, Vol. 97, No.1.
  • Andrade, H. G. & Du, Y. (2005).Student perspectives on rubric-referenced assessment, Prac- tical Assessment, Research & Evaluation, Vol.10, No.3.
  • Andrade, H. G., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students’ writing, EducationalMeasurement: Issues and Practice, Vol. 27, Issue 2, pages 3–13.
  • Andrade, H. G., Wang, X., Du, Y., & Akawi, R. L. (2009).Rubric-referenced self-assessment and self efficacy for writing,TheJournal of EducationalResearch, Vol.102, No.4.
  • Aslanoğlu, A. E. ve Kutlu, Ö. (2003) Öğretimde sunu becerilerinin değerlendirilmesinde de- receli puanlama anahtarı (rubric) kullanılmasına ilişkin bir araştırma, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 36 (1-2).
  • Atılgan, H., Kan, A., Doğan, N.(2007).Eğitimde Ölçme ve Değerlendirme, Ankara:Anı Ya- yıncılık,
  • Brookhart, S. (1999). The art and science of classroom assessment: The missing part of pedagogy. Washington, DC: ERİC Clearinghouse on Higher Education. ED432938. [Online]: Retrieved on 24. 09 Eylül 2009, at URL http://chiron.valdosta.edu/whuitt/files/artsciassess.html
  • Goodrich, H. G. (1997). Understanding rubrics, Educational Leadership, 54(4).
  • Güneş, P.(2011). “Dereceli Puanlama Anahtarının İlköğretim Öğrencilerinin Araştırma Bece- risi ve Bilişsel Alan Düzeyine Etkisi.” Yayınlanmamış doktora tezi, Hacettepe Üniversite- si Fen Bilimler Enstitüsü, Ankara
  • Halonen, J. S.,Bosack, T., Clay, S., McCarthy, M., Dunn, D. S., Hill IV, G. W., McEntarffer, R., Mehrotra, C., Nesmith, R., Weaver , K. A., &Whitlock, K. (2003). A rubricforlear- ning, teaching, andassessingscientificinquiry in psychology, Teaching of Psychology, Vol. 30, Issue 3.
  • Kan, A. (2007). An alternative method in the new educational program from the point of perfor- mans-based assessment: Rubric scoring scales, Educational Sciences:Theory&Practice, 7(1),144-152
  • Luft, J. A. (1997). Design your own rubric, Science Scope, 20(5), 25-27.
  • Luft, J. A. (1999). Rubrics: Design and use in science teacher education, Journal of Science TeacherEducation, 10(2), 107-121.
  • McCollister, S. (2002). Developing criteria rubrics in the art classroom. Art Education, 55 (4), 46-52.
  • MEB, (2006). İlköğretim Fen Ve Teknoloji Dersi (6., 7. ve 8. Sınıflar) Öğretim Programı, Ankara.
  • Moskal, B. M. (2000). Scoring rubrics: What, when and how?, Practical Assesment, Research & Evaluation,7(3).
  • Nitko, A. J., 2007, Educational assessment of students. Upper Saddle River, N.J.:Pearson Merrill Prentice Hall
  • Phillip, C. (2002). Clear expectations: Rubrics and scoringguides, Knowledge Quest, 31(2), 26-7.
  • Popham, W. J. (1997). What’s wrong—and what’s right—with rubrics, Educational Leader- ship, Vol. 55 No (2).
  • Popham, W. J. (2007). Classroom assessment: What teachers need to know. USA:Pearson Education, 5th Edition.
  • Reddy, M. (2007). Effect of rubrics on enhancement of student learning, Educate~ 7(1), pp. 3-17.
  • Saddler, B. &Andrade, H. G. (2004).The writing rubric, Educational Leadership. Vol. 62, No.2.
  • Sefer, D. G. (2006). “Dereceli puanlama anahtarının (rubrik) problem çözme becerisinin de- ğerlendirilmesinde kullanılması.” Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversi- tesi Sosyal Bilimler Enstitüsü, Ankara.
  • Simon, M. & Forgette-Giroux, R. (2001). A rubric for scoring postsecondary academic skills, Practical Assessment, Research & Evaluation, 7(18).
  • Whittaker, C. R., Spencer, J. S., & Duhaney, D. (2001). Creating instructional rubrics, Cre- ating instructional rubrics for inclusive classroom, Teaching Exceptional Children, Vol. (34), No.(2), pp.(8-13).
  • Wiggins, G. (1991). Standart, not standardization: Evoking quality student work, Educational Leadership 48 (5), 18-25.
  • Yıldırım, A., Şimşek H.,(2008). Sosyal Bilimlerde Nitel Araştirma Yöntemleri. Ankara:Seçkin Yayıncılık
  • Zimmerman, B. (2000). Attaining self-regulation: Asocial cognitive perspective. In M. Bo- ekaerts, P.Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-41). New York: Academic Press.
There are 31 citations in total.

Details

Other ID JA43NF56KB
Journal Section Review Article
Authors

Perihan Güneş This is me

Haluk Soran This is me

Publication Date July 15, 2016
Published in Issue Year 2013 Volume: 21 Issue: 4

Cite

APA Güneş, P., & Soran, H. (2016). SECONDARY SCHOOL STUDENTS’ OPINIONS ON RUBRICS. Kastamonu Education Journal, 21(4), 1327-1344.

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