Araştırma Makalesi
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Bir Matematik Sınıfında Sınıf İçi Değerlendirme Uygulamaları ve Öğrenci Hedef Yönelimleri

Yıl 2020, , 294 - 323, 30.01.2020
https://doi.org/10.14689/issn.2148-2624.1.8c.1s.13m

Öz

Bu çalışmada, matematik dersinde sınıf içi değerlendirme uygulamalarının nasıl olduğunun ve bu uygulamaların farklı hedef yönelimlerine sahip öğrenciler tarafından nasıl algılandığının ortaya çıkarılması amaçlanmıştır. Ayrıca bu araştırmada, matematik dersinde sınıf içi değerlendirme uygulamalarını daha derinden betimlenmesini sağlayan ve öğrenci hedef yönelimleri ile ilişkili sınıf içi diğer uygulamaların (kıyaslama, rekabet, öğrenme yaşantıları, vb.) da nasıl olduğunun ortaya koyulması ve bu uygulamaların farklı hedef yönelimlerine sahip öğrenciler tarafından nasıl algılandığının ortaya çıkarılması amaçlanmıştır. Bu amaç çerçevesinde, bir matematik öğretmeni ve bu öğretmenin 7. sınıf düzeyinde bir sınıfı matematik derslerinde 8 hafta boyunca gözlemlenmiştir. Araştırma karma araştırma modelinde yürütülmüştür. Araştırma nicel boyutunda, amaçlı bir şekilde öğrencilerin hedef yönelimlerini belirlemek için ölçek verilerinden yararlanılmıştır. Nitel boyut, öğretmen ve öğrenci boyutu olmak üzere iki aşamada gerçekleşmiştir. Öğretmen boyutunda, öğretmen sınıf içi değerlendirme uygulamalarına ve öğrencilerin hedef yönelimleri ile ilişkili olabilecek sınıf içi hedef yapıları ile ilişkili uygulamalara yönelik gözlemlenmiştir. Öğrenci boyutunda ise, seçilen üç öğrencinin sınıf içerisinde öğrenme süreçlerine ilişkin davranışları gözlemlenmiştir. Bu öğrencilerle gözlem sonrası görüşmeler yapılmıştır. Araştırmadan elde edile veriler analiz edilerek bulgular, öğrenci hedef yönelimleri bağlamında tartışılmıştır.

Kaynakça

  • Acar-Erdol, T. & Yıldızlı, H. (2018). Classroom assessment practices of teachers in Turkey. International Journal of Instruction, 11(3), 587-602. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1183343.pdf
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267. Retrieved from: https://doi.org/10.1037/0022-0663.80.3.260
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. Retrieved from: https://doi.org/10.1037/0022-0663.84
  • Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bas.
  • Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do? In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The professional knowledge base of science teaching (pp. 205–221). The Netherlands: Springer.
  • Anderman E.M. & Wolters, C. (2006). Goals, values, and affects: influences on student motivation. In Handbook of Educational Psychology, P Alexander, P Winne (Eds). New York: Simon & Schuster/Macmillan.
  • Ayan, A. (2014). The relationship between mathematics self-efficacy, motivations, anxieties and the attitudes for secondary school students. Unpublished master thesisBalıkesir University, Science Education Institute, Balıkesir.
  • Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 5-6 381–412. doi:10.1007/s11251-005-1273-8
  • Bardach, L., Yanagida, T., Schober, B., & Lüftenegger, M. (2018). Within-class consensus on classroom goal structures-Relations to achievement and achievement goals in mathematics and language classes. Learning and Individual Differences, 67, 78-90. Retrieved from:https://doi.org/10.1016/j.lindif.2018.07.002
  • Birgin, O. (2010). Teachers’ implementation level of assessment and evaluation approaches suggested by 4-5th grade mathematics curricula ( Doctoral dissertation). Karadeniz Teknik University, Science Education Institute, Trabzon.
  • Birgin, O., & Baki, A. (2012).An investigation of the purposes of the measurement and assessment practice of primary school teachers within the context of the new mathematics curriculum . Education and Science, 37(165), 152-167. Retrieved from: http://egitimvebilim.ted.org.tr/index.php/EB/article/view/1055/419
  • Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54,(2) 199–231. doi:10.1111/j.1464-0597.2005.00205.x
  • Bozkurt, S. (2012). An investigation into the relationship between test anxiety, mathematics anxiety, academic achievement and mathematics achievement of the seventh and eight grade primary school students. (Master thesis). İstanbul University,Social Science Instıtute, İstanbul.
  • Brookhart, S. M. (1997a). A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education, 10(2), 161-180. Retrieved from: https://doi.org/10.1207/s15324818ame1002_4
  • Brookhart, S. M. (1997b). Effects of the classroom assessment environment on mathematics and science achievement. The Journal of Educational Research, 90(6), 323-330. Retrieved from: https://www.jstor.org/stable/27542114?seq=1#metadata_info_tab_contents
  • Cansız, M. (2008). Examination teachers’ views on the measurement and assessment dimension of new secondary school mathematics curriculum Master thesis. Karadeniz Teknik University, Institute of Science, Trabzon.
  • Cho, M.-H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34, 290–301. doi:10.1080/01587919.2013.835770
  • Church, M. A., Elliot, A., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43–54. doi:10.1037/0022-0663.93.1.43.
  • Cocks, R. J., & Watt, H. M. (2004). Relationships among perceived competence, intrinsic value and mastery goal orientation in English and maths. The Australian Educational Researcher, 31(2), 81-111. doi: 10.1007/BF03249521
  • Cresswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. California: SAGE Publications, Inc.
  • Davis, D., & Neitzel, C. (2011). A self-regulated learning perspective on middle grades classroom assessment. The Journal of Educational Research, 104(3), 202–215. Retrieved from: https://doi.org/10.1080/00220671003690148
  • Deemer, S. (2004). Classroom goal orientation in high school classrooms: Revealing links between teacher beliefs and classroom environments. Educational Research, 46(1), 73-90. Retrieved from: https://doi.org/10.1080/0013188042000178836
  • Duncan, C. R., & Noonan, B. (2007). Factors affecting teachers' grading and assessment practices. Alberta Journal of Educational Research, 53(1), 1-21. Retrieved from: https://journalhosting.ucalgary.ca/index.php/ajer/article/view/55195
  • Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. Retrieved from: https://scholar.google.com.tr/scholar?hl=tr&as_sdt=0%2C5&q=Motivational+processes+affecting+learning.&btnG=
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Classroom Assessment Practices and Student Goal Orientations in Mathematics Classes

Yıl 2020, , 294 - 323, 30.01.2020
https://doi.org/10.14689/issn.2148-2624.1.8c.1s.13m

Öz

The present study aimed to explore classroom assessment practices (7th grade) in mathematics course and how these practices are perceived by students who had different goal orientations. In addition, the study also investigated how other classroom practices (i.e. comparisons, competition, and learning experiences), which allowed for a deeper description of classroom assessment practices, were perceived by students who had different goal orientations. In line with this aim, a mathematics teacher and one of his seventh grade mathematics classes were observed for a period of eight weeks. The study followed a mixed method methodology. The first part of the study was quantitative and aimed to collect and analyse quantitative data from students to identify their goal orientations. The qualitative part included two steps which focused on; a) teachers and b) students. The teacher dimension focused on the observation of teachers’ classroom assessment practices which were related to other classroom practices that could be associated with students’ goal orientations. The student dimension focused on the observation of three students’ behaviours during teaching/learning processes. Those students were interviewed following observations. According to the results, classroom assessment practices and other classroom practices which could be associated with students’ goal orientations are perceived differently based on students’ goal orientations.

Kaynakça

  • Acar-Erdol, T. & Yıldızlı, H. (2018). Classroom assessment practices of teachers in Turkey. International Journal of Instruction, 11(3), 587-602. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1183343.pdf
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260-267. Retrieved from: https://doi.org/10.1037/0022-0663.80.3.260
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. Retrieved from: https://doi.org/10.1037/0022-0663.84
  • Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bas.
  • Abell, S. K., & Siegel, M. A. (2011). Assessment literacy: What science teachers need to know and be able to do? In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The professional knowledge base of science teaching (pp. 205–221). The Netherlands: Springer.
  • Anderman E.M. & Wolters, C. (2006). Goals, values, and affects: influences on student motivation. In Handbook of Educational Psychology, P Alexander, P Winne (Eds). New York: Simon & Schuster/Macmillan.
  • Ayan, A. (2014). The relationship between mathematics self-efficacy, motivations, anxieties and the attitudes for secondary school students. Unpublished master thesisBalıkesir University, Science Education Institute, Balıkesir.
  • Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 5-6 381–412. doi:10.1007/s11251-005-1273-8
  • Bardach, L., Yanagida, T., Schober, B., & Lüftenegger, M. (2018). Within-class consensus on classroom goal structures-Relations to achievement and achievement goals in mathematics and language classes. Learning and Individual Differences, 67, 78-90. Retrieved from:https://doi.org/10.1016/j.lindif.2018.07.002
  • Birgin, O. (2010). Teachers’ implementation level of assessment and evaluation approaches suggested by 4-5th grade mathematics curricula ( Doctoral dissertation). Karadeniz Teknik University, Science Education Institute, Trabzon.
  • Birgin, O., & Baki, A. (2012).An investigation of the purposes of the measurement and assessment practice of primary school teachers within the context of the new mathematics curriculum . Education and Science, 37(165), 152-167. Retrieved from: http://egitimvebilim.ted.org.tr/index.php/EB/article/view/1055/419
  • Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54,(2) 199–231. doi:10.1111/j.1464-0597.2005.00205.x
  • Bozkurt, S. (2012). An investigation into the relationship between test anxiety, mathematics anxiety, academic achievement and mathematics achievement of the seventh and eight grade primary school students. (Master thesis). İstanbul University,Social Science Instıtute, İstanbul.
  • Brookhart, S. M. (1997a). A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education, 10(2), 161-180. Retrieved from: https://doi.org/10.1207/s15324818ame1002_4
  • Brookhart, S. M. (1997b). Effects of the classroom assessment environment on mathematics and science achievement. The Journal of Educational Research, 90(6), 323-330. Retrieved from: https://www.jstor.org/stable/27542114?seq=1#metadata_info_tab_contents
  • Cansız, M. (2008). Examination teachers’ views on the measurement and assessment dimension of new secondary school mathematics curriculum Master thesis. Karadeniz Teknik University, Institute of Science, Trabzon.
  • Cho, M.-H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34, 290–301. doi:10.1080/01587919.2013.835770
  • Church, M. A., Elliot, A., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43–54. doi:10.1037/0022-0663.93.1.43.
  • Cocks, R. J., & Watt, H. M. (2004). Relationships among perceived competence, intrinsic value and mastery goal orientation in English and maths. The Australian Educational Researcher, 31(2), 81-111. doi: 10.1007/BF03249521
  • Cresswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. California: SAGE Publications, Inc.
  • Davis, D., & Neitzel, C. (2011). A self-regulated learning perspective on middle grades classroom assessment. The Journal of Educational Research, 104(3), 202–215. Retrieved from: https://doi.org/10.1080/00220671003690148
  • Deemer, S. (2004). Classroom goal orientation in high school classrooms: Revealing links between teacher beliefs and classroom environments. Educational Research, 46(1), 73-90. Retrieved from: https://doi.org/10.1080/0013188042000178836
  • Duncan, C. R., & Noonan, B. (2007). Factors affecting teachers' grading and assessment practices. Alberta Journal of Educational Research, 53(1), 1-21. Retrieved from: https://journalhosting.ucalgary.ca/index.php/ajer/article/view/55195
  • Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040-1048. Retrieved from: https://scholar.google.com.tr/scholar?hl=tr&as_sdt=0%2C5&q=Motivational+processes+affecting+learning.&btnG=
  • Dweck, C. S. & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. doi: 0033-295X/8S/$00.75.
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  • Orsmond, P., & Merry, S. (2011). Feedback alignment: Effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education 36 (2): 125–136. doi: 10.1080/02602930903201651
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  • Pintrich P. & Schunk D. (2002). Motivation in Education. Theory, Research, and Applications. Upper Saddle River, NJ: Merrill/Prentice Hall. 2nd ed.
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  • Rieg, S. A. (2007). Classroom assessment strategies: What do students at-risk and teachers perceive as effective and useful? Journal of Instructional Psychology, 34(4), 214-226.
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  • Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds), Development of Achievement Motivation (pp. 91-120). San Diego CA: Academic Press.
  • Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN: Solution Tree Press.
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  • Yapıcı, M., & Demirdelen, C. (2007). Teachers’ views with regard to the primary 4th grade social sciences curriculum. Elementary Education Online, 6(2), 204-212. http://ilkogretim-online.org.tr/Index.php/io/article/view/1920/1756
  • Yerdelen, S., & Sungur, S. (2019). multilevel investigation of students’ self-regulation processes in learning science: Classroom learning environment and teacher effectiveness. International Journal of Science and Mathematics Education, 17(1), 89-110. https://doi.org/10.1007/s10763-018-9921-z
  • Zhou M., Adesope O.O., Winne P.H., & Nesbit J.C. (2019). Relations of multivariate goal profiles to motivation, epistemic beliefs and achievement. Journal of Pacific Rim Psychology,13, e1. https:// doi.org/10.1017/prp.2018.28
Toplam 80 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Hülya Yıldızlı Bu kişi benim 0000-0003-4450-2128

Yayımlanma Tarihi 30 Ocak 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Yıldızlı, H. (2020). Bir Matematik Sınıfında Sınıf İçi Değerlendirme Uygulamaları ve Öğrenci Hedef Yönelimleri. Eğitimde Nitel Araştırmalar Dergisi, 8(1), 294-323. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.13m
AMA Yıldızlı H. Bir Matematik Sınıfında Sınıf İçi Değerlendirme Uygulamaları ve Öğrenci Hedef Yönelimleri. Derginin Amacı ve Kapsamı. Ocak 2020;8(1):294-323. doi:10.14689/issn.2148-2624.1.8c.1s.13m
Chicago Yıldızlı, Hülya. “Bir Matematik Sınıfında Sınıf İçi Değerlendirme Uygulamaları Ve Öğrenci Hedef Yönelimleri”. Eğitimde Nitel Araştırmalar Dergisi 8, sy. 1 (Ocak 2020): 294-323. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.13m.
EndNote Yıldızlı H (01 Ocak 2020) Bir Matematik Sınıfında Sınıf İçi Değerlendirme Uygulamaları ve Öğrenci Hedef Yönelimleri. Eğitimde Nitel Araştırmalar Dergisi 8 1 294–323.
IEEE H. Yıldızlı, “Bir Matematik Sınıfında Sınıf İçi Değerlendirme Uygulamaları ve Öğrenci Hedef Yönelimleri”, Derginin Amacı ve Kapsamı, c. 8, sy. 1, ss. 294–323, 2020, doi: 10.14689/issn.2148-2624.1.8c.1s.13m.
ISNAD Yıldızlı, Hülya. “Bir Matematik Sınıfında Sınıf İçi Değerlendirme Uygulamaları Ve Öğrenci Hedef Yönelimleri”. Eğitimde Nitel Araştırmalar Dergisi 8/1 (Ocak 2020), 294-323. https://doi.org/10.14689/issn.2148-2624.1.8c.1s.13m.
JAMA Yıldızlı H. Bir Matematik Sınıfında Sınıf İçi Değerlendirme Uygulamaları ve Öğrenci Hedef Yönelimleri. Derginin Amacı ve Kapsamı. 2020;8:294–323.
MLA Yıldızlı, Hülya. “Bir Matematik Sınıfında Sınıf İçi Değerlendirme Uygulamaları Ve Öğrenci Hedef Yönelimleri”. Eğitimde Nitel Araştırmalar Dergisi, c. 8, sy. 1, 2020, ss. 294-23, doi:10.14689/issn.2148-2624.1.8c.1s.13m.
Vancouver Yıldızlı H. Bir Matematik Sınıfında Sınıf İçi Değerlendirme Uygulamaları ve Öğrenci Hedef Yönelimleri. Derginin Amacı ve Kapsamı. 2020;8(1):294-323.