ejedus Elektronik Eğitim Bilimleri Dergisi 1302-7905 Behçet ORAL 10.55605/ejedus.1683219 Classroom Measurement Practices Curriculum and Instration (Other) Sınıfiçi Ölçme Uygulamaları Eğitim Programları ve Öğretim (Diğer) Examining of Teachers’ Views and Practices on Formative Assessment in Terms of Various Variables Öğretmenlerin Biçimlendirici Değerlendirmeye Yönelik Görüş ve Uygulamalarının Çeşitli Değişkenler Açısından İncelenmesi https://orcid.org/0000-0002-5478-9399 Arın Hatice Nur TC MİLLİ EĞİTİM BAKANLIĞI ERZURUM https://orcid.org/0000-0002-1415-7258 Ozan Ceyhun ATATURK UNIVERSITY, KAZIM KARABEKİR FACULTY OF EDUCATION, DEPARTMENT OF EDUCATIONAL SCIENCES, DEPARTMENT OF EDUCATION CURRICULUM AND INSTRUCTION 04 28 2026 15 29 43 67 04 25 2025 11 22 2025 Copyright © 2012, Elektronik Eğitim Bilimleri Dergisi 2012 Elektronik Eğitim Bilimleri Dergisi

The aim of this study is to examine whether the views and practices of teachers regarding formative assessment differ significantly according to gender, age, professional seniority, teaching level, undergraduate degree, education status, and settlement area. The survey model was used in this study, in which the views and practices of teachers toward formative assessment were examined in terms of various variables. The sample of the study consists of 252 teachers in the central districts of Erzurum city center. We used the Teachers' Formative Assessment Concepts and Practices Scale to collect data for the research. The data obtained in the study was first tested for normality. We performed a t-test and a one-way analysis of variance based on the normal distribution of the data. According to the research findings, no significant difference was found in any dimension of the scale according to the variables of gender, age, professional seniority, teaching level, education status, and settlement area of teachers’ views and practices towards formative assessment. According to the undergraduate graduation variable, no significant difference was reached in the affective, attitude, subjective norm, self-efficacy, intention, and behavior dimensions of the scale, but a significant difference was in the controllability. The research found that factors like gender, professional seniority, teaching level, undergraduate degree, education status, and where teachers live did not significantly affect their opinions and practices about formative assessment. The study concluded that the age variable significantly influenced teachers’ views and practices regarding formative assessment in the behavioral dimension of the scale.

Bu çalışmanın amacı öğretmenlerin biçimlendirici değerlendirmeye yönelik görüş ve uygulamalarının cinsiyet, yaş, mesleki kıdem, öğretim kademesi, lisans mezuniyeti, öğrenim durumu ve yerleşim birimine göre anlamlı olarak farklılaşıp farklılaşmadığını incelemektir. Öğretmenlerin biçimlendirici değerlendirmeye yönelik görüş ve uygulamalarının çeşitli değişkenler açısından incelendiği bu çalışmada tarama modeli kullanılmıştır. Araştırmanın örneklemini Erzurum il merkezine bağlı merkez ilçelerdeki 252 öğretmen oluşturmaktadır. Araştırmada verilerin toplanabilmesi amacıyla “Kişisel Bilgiler Formu” ve “Öğretmenlerin Biçimlendirici Değerlendirmeye İlişkin Görüş ve Uygulamaları Ölçeği” kullanılmıştır. Çalışmada elde edilen verilere ilk olarak normallik testi yapılmıştır. Verilerin normal dağılım göstermesinden hareketle t-testi, tek yönlü varyans analizi yapılmıştır. Araştırma bulgularına göre öğretmenlerin biçimlendirici değerlendirmeye yönelik görüş ve uygulamalarının cinsiyet, yaş, mesleki kıdem, öğretim kademesi, öğrenim durumu ve yerleşim birimi değişkenlerine göre ölçeğin hiçbir boyutunda anlamlı bir farka ulaşılmamıştır. Lisans mezuniyeti değişkenine göre ölçeğin duyuşsal, tutum, öznel norm, öz yeterlik, niyet ve davranış boyutunda anlamlı bir farka ulaşılmamış olup ölçeğin kontrol edilebilirlik boyutunda ise anlamlı farka ulaşılmıştır. Araştırmanın sonucunda öğretmenlerin biçimlendirici değerlendirmeye yönelik görüş ve uygulamaları açısından cinsiyet, mesleki kıdem, öğretim kademesi, lisans mezuniyeti, öğrenim durumu ve yerleşim birimi değişkenlerinin önemli faktörler olmadığı belirlenmiştir. Yaş değişkeninin ölçeğin davranış boyutunda ise öğretmenlerin biçimlendirici değerlendirmeye yönelik görüş ve uygulamalarını önemli düzeyde etkilediği sonucuna ulaşılmıştır.

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