Yıl 2020, Cilt 13 , Sayı 2, Sayfalar 384 - 396 2020-04-17

An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment
İngilizce Öğretmeni ve Öğretmen Adaylarının Ölçme ve Değerlendirme Kavrayışına Yönelik Bir Araştırma

Ramazan YETKİN [1] , Zekiye ÖZER [2]


Although the importance of assessment on education is undebatable, the intentions of assessors while conducting assessment haven’t been studied yet in detail. To this end, this study aimed to disclose pre-service and in-service English teachers’ conceptions of assessment. In the study, conception of assessment was categorized under four main titles; improvement, school accountability, student accountability and irrelevance. A total of 97 pre-service and in-service teachers participated in the study. Descriptive results indicated that conception of improvement held the highest agreement level among participants. On the other hand, school accountability got the lowest agreement level. Correlation results showed that improvement, school and student accountability conceptions were positively correlated. A MANOVA analysis was applied to scrutinize any effects of gender and grade level/teaching differences on participants’ conceptions. Analysis results indicated that both gender and grade level/teaching factors made significant difference on participants’ conceptions of assessment. A follow up ANOVA analysis indicated significant gender difference on school accountability, with males had higher value than females. Also, there was a significant difference among grade level/teaching groups on school and student accountabilities. Teachers held the highest value for school accountability, and fourth graders held the highest mean value for student accountability.

Ölçme ve değerlendirmenin eğitim üzerindeki önemi tartışılmaz olsa da, ölçme ve değerlendirme yaparken ölçmecilerin niyetleri henüz ayrıntılı olarak incelenmemiştir. Bu amaçla, bu çalışma hizmet öncesi ve hizmet içi İngilizce öğretmenlerinin ölçme değerlendirme kavrayışlarını açıklamayı amaçlamıştır. Çalışmada ölçme ve değerlendirme kavramı dört ana başlık altında toplanmıştır; gelişim, okul sorumluluğu, öğrenci sorumluluğu ve önemsizlik. Çalışmaya toplam 97 öğretmen ve öğretmen adayı katılmıştır. Betimsel sonuçlar, gelişim kavrayışının katılımcılar arasında en yüksek anlaşma düzeyini sağladığını göstermiştir. Öte yandan, okulun sorumluluğu en düşük anlaşma düzeyine sahiptir. Korelasyon sonuçları gelişme, okul ve öğrenci hesap sorumluluğu kavramlarının pozitif korelasyon gösterdiğini göstermiştir. Cinsiyet ve sınıf düzeyi/öğretim farklılıklarının katılımcıların kavrayışları üzerindeki etkilerini incelemek için çoklu bir varyans analizi uygulanmıştır. Analiz sonuçları, hem cinsiyet hem de sınıf düzeyi/öğretim faktörlerinin katılımcıların değerlendirme kavrayışları üzerinde önemli bir fark yarattığını göstermiştir. Takip eden tek yönlü varyans analizi, erkeklerin kadınlardan daha yüksek değere sahip olduğu, okul sorumluluğu üzerinde önemli cinsiyet farklılığı olduğunu göstermiştir. Ayrıca, sınıf ve öğretim grupları arasında okul ve öğrenci sorumluluğu arasında anlamlı bir fark vardır. Öğretmenler okul sorumluluğu için en yüksek değere sahiptir ve dördüncü sınıf öğrencileri öğrenci sorumluluğu için en yüksek ortalama değere sahiptir.

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Birincil Dil en
Konular Eğitim, Eğitim Araştırmaları
Bölüm Makaleler
Yazarlar

Orcid: 0000-0002-4688-509X
Yazar: Ramazan YETKİN (Sorumlu Yazar)
Kurum: Hacettepe University
Ülke: Turkey


Orcid: 0000-0001-8673-8687
Yazar: Zekiye ÖZER
Kurum: Niğde Ömer Halisdemir University

Tarihler

Yayımlanma Tarihi : 17 Nisan 2020

Bibtex @araştırma makalesi { akukeg582886, journal = {Kuramsal Eğitimbilim Dergisi}, issn = {1308-1659}, eissn = {1308-1659}, address = {Eğitim Fakültesi, Eğitim 1 Binası, ANS Kampusu, 03200 / Afyonkarahisar}, publisher = {Afyon Kocatepe Üniversitesi}, year = {2020}, volume = {13}, pages = {384 - 396}, doi = {10.30831/akukeg.582886}, title = {An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment}, key = {cite}, author = {YETKİN, Ramazan and ÖZER, Zekiye} }
APA YETKİN, R , ÖZER, Z . (2020). An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment. Kuramsal Eğitimbilim Dergisi , 13 (2) , 384-396 . DOI: 10.30831/akukeg.582886
MLA YETKİN, R , ÖZER, Z . "An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment". Kuramsal Eğitimbilim Dergisi 13 (2020 ): 384-396 <https://dergipark.org.tr/tr/pub/akukeg/issue/53290/582886>
Chicago YETKİN, R , ÖZER, Z . "An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment". Kuramsal Eğitimbilim Dergisi 13 (2020 ): 384-396
RIS TY - JOUR T1 - An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment AU - Ramazan YETKİN , Zekiye ÖZER Y1 - 2020 PY - 2020 N1 - doi: 10.30831/akukeg.582886 DO - 10.30831/akukeg.582886 T2 - Kuramsal Eğitimbilim Dergisi JF - Journal JO - JOR SP - 384 EP - 396 VL - 13 IS - 2 SN - 1308-1659-1308-1659 M3 - doi: 10.30831/akukeg.582886 UR - https://doi.org/10.30831/akukeg.582886 Y2 - 2020 ER -
EndNote %0 Kuramsal Eğitimbilim Dergisi An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment %A Ramazan YETKİN , Zekiye ÖZER %T An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment %D 2020 %J Kuramsal Eğitimbilim Dergisi %P 1308-1659-1308-1659 %V 13 %N 2 %R doi: 10.30831/akukeg.582886 %U 10.30831/akukeg.582886
ISNAD YETKİN, Ramazan , ÖZER, Zekiye . "An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment". Kuramsal Eğitimbilim Dergisi 13 / 2 (Nisan 2020): 384-396 . https://doi.org/10.30831/akukeg.582886
AMA YETKİN R , ÖZER Z . An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment. Kuramsal Eğitimbilim Dergisi. 2020; 13(2): 384-396.
Vancouver YETKİN R , ÖZER Z . An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment. Kuramsal Eğitimbilim Dergisi. 2020; 13(2): 396-384.