Effects of Content-Associated Applied Measurement and Evaluation Course

Year 2020, , 96 - 111, 20.04.2020

Gülden Gürsoy Mustafa Aydoğdu

https://doi.org/10.2399/yod.19.004

Cited By: 1

Abstract

The objective of the present study is to examine the effects of content-associated applied measurement and evaluation course on pre-service teachers' assessment literacy, their attitudes towards the measurement and evaluation course, and their field-specific content knowledge. Furthermore, the study aims to reveal the pre-service teachers' views on content-associated applied measurement practices. The mixed method research approach, which combines qualitative and quantitative research methods, was used in the study. The quantitative data collection was conducted with 90 science teacher candidates. The qualitative data collection was conducted with six teacher candidates from the experimental group. The Classroom Assessment Literacy Inventory (CALI), Measurement and Evaluation Course Attitude Scale (MECAS), Academic Achievement Test (AAT), and Focus Group Interview Form were used as the data collection tools in the study. It was found that the content-associated applied measurement and evaluation course improves the measurement and evaluation literacy of the candidate teachers, fosters their positive attitudes towards the course of measurement and evaluation, and increases their content knowledge. Furthermore, the focus group interviews with the pre-service teachers both helped explain the reasons behind the quantitative results, and provided detailed information about the degree of effectiveness of the method applied in the teaching process.

Keywords

Assessment literacy, attitude towards the course of measurement and evaluation, content knowledge, teacher education

Alanla İlişkilendirilmiş Uygulamalı Ölçme ve Değerlendirme Dersinin Etkileri

Abstract

Bu araştırmanın amacı, alan ile ilişkilendirilmiş uygulamalı Ölçme ve Değerlendirme dersinin öğretmen adaylarının ölçme ve değerlendirme okuryazarlıklarına, ölçme ve değerlendirme dersine yönelik tutumlarına ve alan bilgilerine etkisini incelemektir. Araştırma ayrıca, deney grubu öğretmen adaylarının, alanla ilişkilendirilmiş ölçme ve değerlendirme uygulamalarına yönelik görüşlerini ortaya koymayı hedeflemektedir. Araştırmada karma yöntem olarak adlandırılan, nicel ve nitel araştırma yöntemlerinin birlikte kullanıldığı araştırma modeli kullanılmıştır. Araştırmanın nicel boyutu, 90 fen bilgisi öğretmen adayı ile nitel boyutu ise, deney grubunda yer alan 6 öğretmen adayı ile yürütülmüştür. Araştırmada veri toplama aracı olarak; Ölçme ve Değerlendirme Okuryazarlığı Ölçeği, Ölçme ve Değerlendirme Dersine Yönelik Tutum Ölçeği, Akademik Başarı Testi ve Odak Görüşme Formu kullanılmıştır. Araştırmanın sonucunda, alanla ilişkilendirilmiş ölçme ve değerlendirme uygulamalarının öğretmen adaylarının ölçme ve değerlendirme okuryazarlık düzeylerini geliştirdiği, ölçme ve değerlendirme dersine yönelik tutumlarını olumlu yönde etkilediği ve konu alan bilgi düzeylerini arttırdığı belirlenmiştir. Öğretmen adayları ile yapılan odak görüşme, hem nicel sonuçların nedenini açıklamış hem de öğretim sürecinde uygulanan yöntemin hizmet etme derecesine ilişkin ayrıntılar vermiştir.

Keywords

Konu alan bilgisi, öğretmen yetiştirme, ölçme ve değerlendirme dersine yönelik tutum, ölçme ve değerlendirme okuryazarlığı

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