Goal, Criterion and Grading: Examination of Rubrics Created by Prospective Mathematics Teachers

Yıl 2021, Cilt: 10 Sayı: 3, 974 - 997, 26.09.2021

Dilşad Güven

https://doi.org/10.30703/cije.756661

Cited By: 1

Öz

Evaluation and assessment is a basic content knowledge area for teachers and prospective teachers, as well as one of the basic competences in effective teaching. In this context, it is aimed to investigate the rubrics created by prospective elementary school mathematics teachers to assess and grade the solution of a math problem. As a matter of fact, one of the convenient methods to reveal what the prospective teachers expect from the student and the assessment criteria is to investigate the rubrics created by them. This case study, which has a qualitative pattern, 24 prospective elementary school mathematics teachers who took the Evaluation and Assessment course attended. The criterion considered in determining the participants determined by criterion sampling, which is one of the purposeful sampling methods, is that the prospective teachers especially took the Evaluation and Assessment course. The data collected through e-mail internet interview were analyzed by content analysis method. By presenting a problem with the rational numbers to the prospective teachers, their determining the instructional purpose of the given mathematics problem, the criteria they set for assessment and their grading practices were examined. As the main findings of the research, it was determined that in assessing the solution of a given math problem, prospective elementary school mathematics teachers did not consider the curriculum, students' age levels, students' possible mathematical knowledge and differences and they made assessment operational knowledge-weighted. In this context, it can be said that the rubrics prepared by prospective mathematics teachers are insufficient in evaluating student learning mathematically and pedagogically, in supporting mathematics learning and guiding students at this point.

Anahtar Kelimeler

Rubrics, operations with rational numbers, mathematical problems, prospective tecahers, mathematics education, evaluation and assessment

Amaç, Ölçüt ve Puanlama: Matematik Öğretmen Adayları Tarafından Oluşturulan Dereceli Puanlama Anahtarlarının İncelenmesi

Öz

Ölçme ve değerlendirme, öğretmenler ve öğretmen adayları için temel bir bilgi alanı olmasının yanında, etkili öğretimin gerçekleştirilmesinde temel yeterliklerden biridir. Bu bağlamda, araştırmada ilköğretim matematik öğretmen adayları tarafından bir matematik probleminin çözümünü değerlendirmeye yönelik hazırlanan dereceli puanlama anahtarlarının incelenmesi amaçlanmaktadır. Nitekim öğretmen adaylarının öğrenciden ne beklediğini ve değerlendirme ölçütlerini ortaya çıkarmak için uygun yöntemlerden biri adaylar tarafından hazırlanan dereceli puanlama anahtarının incelenmesidir. Nitel desene sahip olan bu durum çalışmasına Ölçme ve Değerlendirme dersini almış, 24 ilköğretim matematik öğretmen adayı katılmıştır. Amaçlı örnekleme yöntemlerinden ölçüt örnekleme ile belirlenen katılımcıların belirlenmesinde dikkate alınan ölçüt, öğretmen adaylarının özellikle Ölçme ve Değerlendirme dersini almış olmasıdır. E-mail internet mülakatı yoluyla toplanan veriler içerik analizi yöntemi ile analiz edilmiştir. Öğretmen adaylarına rasyonel sayılarla işlemlere yönelik bir problem sunularak, adayların verilen matematik probleminin hangi öğretimsel amaçla öğrencilere sorulduğunu tespit edebilme durumları, değerlendirme için belirledikleri ölçütler ve puanlamaları incelenmiştir. Araştırmanın temel bulguları olarak, ilköğretim matematik öğretmen adaylarının verilen bir matematik problemini değerlendirmede, öğretim programı, öğrencilerin yaş seviyeleri, muhtemel matematiksel bilgileri ve farklılıklarını göz önünde bulundurmadıkları ve işlemsel bilgi ağırlıklı değerlendirme yaptıkları tespit edilmiştir. Bu bağlamda matematik öğretmen adayları tarafından hazırlanan dereceli puanlama anahtarlarının öğrenci öğrenmesini matematiksel ve pedagojik olarak değerlendirmede, matematik öğrenmeyi destekleme ve bu noktada öğrencilere rehberlik etmede yeterli olmadığı söylenebilir.

Anahtar Kelimeler

Dereceli puanlama anahtarı, rasyonel sayılarla işlemler, matematiksel problemler, matematik öğretmen adayları, matematik eğitimi, ölçme ve değerlendirme

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