Needs Analysis of Science and Technology Teachers towards Alternative Assessment Methods

Yıl 2017, Cilt: 13 Sayı: 3, 936 - 948, 29.12.2017

Neşet Mutlu , M. Yaşar Özden

https://doi.org/10.17860/mersinefd.301633

Cited By: 3

Öz

The purpose of this
study is to find out science and technology teachers’ perceptions about their
knowledge about constructivist approach and alternative assessment and
evaluation, technology use in education and their preferences about delivery of
in-service trainings. 21 science and technology teachers were selected
purposefully in this study. To understand their perceptions, semi-structured
interviews as a qualitative method were used (Merriam, 1998). Study findings
showed that both experienced and inexperienced teachers had troubles in
preparation and application of alternative assessment methods. Moreover, study
revealed that science and technology teachers are familiar with computers and
internet applications. Lastly, science and technology teachers emphasized
advantages of online training over face-to-face training such as accessibility,
flexibility, and being up-to-date. There was no expression about disadvantages
of online training. Most of the participants giving feedback about face-to-face
training marked disadvantages of it as incompetent trainers, shallow content
and lectures without practice. It is concluded that teachers needs trainings
about alternative assessment and evaluation methods and they see the online
in-service training method be more beneficial compared to face-to-face training
method.

Anahtar Kelimeler

Alternative assessment and evaluation techniques, technology use, online and face to face in-service training

Fen ve Teknoloji Öğretmenlerinin Alternatif Ölçme ve Değerlendirme Yöntemlerine Yönelik İhtiyaç Analizi

Öz

The purpose of this
study is to find out science and technology teachers’ perceptions about their
knowledge about constructivist approach and alternative assessment and
evaluation, technology use in education and their preferences about delivery of
in-service trainings. 21 science and technology teachers were selected
purposefully in this study. To understand their perceptions, semi-structured
interviews as a qualitative method were used (Merriam, 1998). Study findings
showed that both experienced and inexperienced teachers had troubles in
preparation and application of alternative assessment methods. Moreover, study
revealed that science and technology teachers are familiar with computers and
internet applications. Lastly, science and technology teachers emphasized advantages
of online training over face-to-face training such as accessibility,
flexibility, and being up-to-date. There was no expression about disadvantages
of online training. Most of the participants giving feedback about face-to-face
training marked disadvantages of it as incompetent trainers, shallow content
and lectures without practice. It is concluded that teachers needs trainings
about alternative assessment and evaluation methods and they see the online
in-service training method be more beneficial compared to face-to-face training
method. 

Anahtar Kelimeler

Alternatif ölçme ve değerlendirme araçları, teknoloji kullanımı, çevrim içi ve yüz yüze hizmet-içi eğitim

Kaynakça

• Anderson, R. S. (1998). Why Talk About Different Ways to Grade? The Shift from Traditional Assessment to Alternative Assessment, New Directions for Teaching and Learning, 74, 5-16.
• Arslan, A. S., Kaymakcı, Y. D., Arslan S. (2009). Alternatif Ölçme-Değerlendirme Etkinliklerinde Karşilaşilan Problemler: Fen ve Teknoloji Öğretmenleri Örneği, Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 28, 1-12.
• Baran, B. & Cagiltay, K. (2010). The motivators and barriers in the development of online communities of practice. Egitim Arastirmalari-Eurasian Journal of Educational Research, 39, 79–96.
• Çepni, S. & Çoruhlu, T. S. (2010). Alternatif ölçme ve değerlendirme tekniklerine yönelik hazırlanan hizmet içi eğitim kursundan öğretime yansımalar, Pamukkale Üniversitesi Eğitim Fakültes Dergisi, 28, 117-128.
• Gelbal, S. & Kelecioğlu, H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33, 135-145.
• Frey, T.J. (2008) Determining the Impact of On-line Practicum Facilitation for In-service Teachers. Journal of Technology and Teacher Education, 16(2), 181-210.
• Kilic S., Kaya B. & Kurt H. (2012). Assessment and evaluation techniques being used in classrooms by biology teachers. International Journal of New Trends in Arts, Sports & Science Education, 1(1).
• Kurnaz, M , Pektaş, M . (2012). Fen Ve Teknoloji Öğretmenlerinin Ölçme-Değerlendirmede Kavram Haritası Kullanım Durumları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 9 (1). Retrieved from http://dergipark.gov.tr/mersinefd/issue/ 17382/181563
• Lawler, P. A., & King, K. P. (2000). Planning for effective faculty development: Using adult learning strategies. Malabar, FL: Krieger.
• Marshall, C. & Rossman, G. B. (1995). Designing Qualitative Research, Second Edition. California, USA: Sage Publication.