Bir Matematik Sınıfında Sınıf İçi Değerlendirme Uygulamaları ve Öğrenci Hedef Yönelimleri

Yıl 2020, Cilt: 8 Sayı: 1, 294 - 323, 30.01.2020

Hülya Yıldızlı

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.

Anahtar Kelimeler

Sınıf içi değerlendirme pratikleri, hedef yönelimi, matematik eğitimi

Classroom Assessment Practices and Student Goal Orientations in Mathematics Classes

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.

Anahtar Kelimeler

Classroom assessment practices, student goal orientations, math education

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.
• Elliot, A. J. (1997). Integrating the “classic” and “contemporary” approaches to achievement motivation: A hierarchical model of approach and avoidance achievement motivation. In P. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement, (pp. 143-179). Greenwich, CT: JAI Press.
• Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12. doi: 10.1037//0022-3514.54.1.5
• Elliot, A.J., McGregor, H. (2001). A 2×2 achievement goal framework. Journal of Personality.Social Psychology, 80, 501–519. Retrieved from: http://academic.udayton.edu/JackBauer/Readings%20361/Elliot%2001%20ach%20goal%202x2.pdf
• Gelbal, S., & Kelecioğlu, H. (2007). Teachers’ proficiency perceptions of about the measurement and evaluation techniques and the problems they confront. Hacettepe University Journal of Education, 33, 135-145. Retrieved from: https://dergipark.org.tr/tr/download/article-file/87640
• Grant H. & Dweck C. (2003). Clarifying achievement goals and their impact. Journal of Personality.Social Psychology, 85, 541–53. doi: 10.1037/0022-3514.85.3.541.
• Hattie, J., & H. Timperley. (2007). The power of feedback. Review of Educational Research 77 (1): 81–112. doi: 10.3102/003465430298487.
• Kaur, A., Noman, M., & Awang-Hashim, R. (2018). The role of goal orientations in students’ perceptions of classroom assessment in higher education. Assessment & Evaluation in Higher Education, 43(3), 461-472. Retrieved from: https://doi.org/10.1080/02602938.2017.1359818.
• Kinay, İ. (2011). Math fear of primary school second grade students: A sample of Diyarbakır province. Master thesis. Dicle University Social Science Institute, Diyarbakır.
• Krause, U. M., Stark, R., & Mandl, H. (2009). The effects of cooperative learning and feedback on e-learning in statistics. Learning and Instruction, 19(2), 158-170. doi: 10.1016/j.learninstruc.2008.03.003
• Labuhn, A. S., Zimmerman, B. J., & Hasselhorn, M. (2010). Enhancing students’ self-regulation and mathematics performance: The influence of feedback and self-evaluative standards. Metacognition and Learning, 5(2), 173-194. doi: 10.1007/s11409-010-9056-2.
• Lerang, M., S., Ertesvåg, S., K. & Havik, T. (2018): Perceived classroom interaction, goal orientation and their association with social and academic learning outcomes, Scandinavian Journal of Educational Research, doi: 10.1080/00313831.2018.1466358
• Maehr, M. L., & Nicholls, J. G. (1980). Culture and achievement motivation: A second look. In N. Warren (Ed.), Studies in cross-cultural psychology (Vol. 3, pp. 221–267). New York: Academic Press.
• Mandhane, N., Ansari, S., Shaikh, T. P. & Deolekar, S. (2015). Positive feedback: A tool for quality education in field of medicine. International Journal of Research in Medical Sciences, 3 (8): 1868–1873. doi: 10.18203/2320-6012
• McMillan, J. (2015). Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (Trans. Ed. A. Arı). Konya: Eğitim Press.
• McMillan, J. H., & Workman, D. J. (1998). Classroom assessment and grading practices: A review of the literature. Metropolitan Educational Research Consortium, Richmond, VA. Retrieved from: https://files.eric.ed.gov/fulltext/ED453263.pdf.
• Meece, J. L. (1991). The classroom context and students' motivational goals. In M. L. Maehr, & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 261-285). Greenwich, CT: JAI.
• Meece, J.L., Miller, S. D. (2001). A longitudinal analysis of elementary school students’ achievement goals in literacy activities. Contemporary Educational Psychology, 26, 454–480. Retrieved from: https://doi.org/10.1006/ceps.2000.1071
• Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annual. Reviews. Psychology., 57, 487-503. doi: 10.1146/annurev.psych.56.091103.070258.
• Midgley, C., Kaplan, A., Middleton, M., Urdan, T., Maehr. M. L., Hicks, L., Anderman, E., & Roeser, R. W. (1998). Development and validation of scales assessing students’ achievement goal orientation. Contemporary Educational Psychology, 23, 113-131. Retrieved from: http://www.realtutoring.com/motivation/GoalOrientationMidgley.pdf
• Midgely, C., Kaplan, A., & Middleton, M. (2001). Performance- approach goals: good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93(1), 77–86. doi: 10.1037//0022-0663.93.1.77
• Midgley, C., & Urdan, T. (1995). Predictors of middle school students’ use of self-handicapping strategies. Journal of Early Adolescence, 15(4), 389– 411. Retrieved from: https://deepblue.lib.umich.edu/bitstream/handle/2027.42/68014/10.1177_0272431695015004001.pdf?sequence=2&isAllowed=y
• Murphy, P. K., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25(1), 3-53. doi:10.1006/ceps.1999.1019
• Narciss, S., & Huth, K. (2006). Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction. Learning and Instruction, 16(4), 310-322. doi: 10.1016/j.learninstruc.2006.07.003.
• 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
• Patton, M.Q. (2014). Qualitative evaluation and research methods. (M. Bütün & S.B. Demir, Trans.). Ankara: Pegem Akademi Press.
• Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813. doi: 10.1177/0013164493053003024.
• Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470. Retrieved from: https://pdfs.semanticscholar.org/c70b/c7142920b1ea74f16e14e0defe40ba4846c5.pdf.
• Pintrich, P. R. (2000a). The role of goal orientation in self-regulated learning. In Boekaerts et al. (Eds). Handbook of self-regulation. (pp. 451-502). San Diego CA: Academic Press.
• Pintrich, P. R. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544-555. https://doi.org/10.1037/0022-0663.92.3.544.
• Pintrich P. & Schunk D. (2002). Motivation in Education. Theory, Research, and Applications. Upper Saddle River, NJ: Merrill/Prentice Hall. 2nd ed.
• Perels, F., Gurtler, T., & Schmitz, B. (2005). Training of self-regulatory and problem-solving competence. Learning and Instruction, 15(2), 123-139. https://doi.org/10.1016/j.learninstruc.2005.04.010
• 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.
• Rakoczy, K., Klieme, E., Bürgermeister, A., & Harks, B. (2008). The interplay between student evaluation and instruction: Grading and feedback in mathematics classrooms. Zeitschrift für Psychologie/Journal of Psychology, 216(2), 111-124. https://doi.org/10.1027/0044-3409.216.2.111
• Roeser, R. W., Midgely, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408–422. 0022-0663/96/S3.00.
• Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. Retrieved from: https://link.springer.com/content/pdf/10.1007/BF00117714.pdf
• Sadler, R. (2010). Beyond feedback: Developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5): 535–550. doi: 10.1080/02602930903541015
• Self-Brown, S. R., & Mathews, S. (2003). Effects of classroom structure on student achievement goal orientation. The Journal of Educational Research, 97(2), 106-112. https://doi.org/10.1080/00220670309597513
• Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85-94. doi: 10.1207/s15326985ep4002_3
• Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14. Retrieved from: https://nepc.colorado.edu/sites/default/files/TheRoleofAssessmentinaLearningCulture.pdf
• Skaalvik, E. M., & Federici, R. A. (2016). Relations between classroom goal structures and students’ goal orientations in mathematics classes: When is a mastery goal structure adaptive? Social Psychology of Education, 19(1), 135-150. https://doi.org/10.1007/s11218-015-9323-9
• Stiggins, R.J., Arter, J.A., Chappuis, J. & Chappuis, S. (2004). Classroom assessment for learning: Doing it right—using it well, Princeton, NJ: Educational Testing Service.
• Stiggins, R. (2006). Assessment for learning: A key to motivation and achievement. Edge, 2(2): 3–19. Retrieved from: http://www.michigan.gov/documents/mde/Kappan_Edge_Article_188578_7.pdf
• Şenler, B. & Sungur, S. (2007). Hedef yönelimi anketini Türkçeye çevrilmesi ve adaptasyonu, 1. Ulusal İlköğretim Kongresi, Ankara. [ The adaptation of the goal orientations scale into Turkish, 1st National Primary Education Congress, Ankara] Retrieved from: https://www.pegem.net/akademi/kongrebildiri_detay.aspx?id=5162
• Tas, Y. (2016). The contribution of perceived classroom learning environment and motivation to student engagement in science. European Journal of Psychology of Education, 31(4), 557-577. doi: 10.1007/s10212-016-0303-z
• Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. London: Sage Publishing.
• Temizöz, Y., & Özgün-Koca, S. A. (2008). The instructional methods that mathematics teachers use and their perceptions on the discovery approach. Egitim ve Bilim, 33(149), 89-95. https://search.proquest.com/docview/1009841859?pq-origsite=gscholar
• Urdan, T., Midgley, C., & Anderman, E. M. (1998). The role of classroom goal structure in students’ use of self-handicapping. American Educational Research Journal, 35(1), 101–122. https://www.jstor.org/stable/1163453
• Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6(1), 49-78. https://link.springer.com/content/pdf/10.1007/BF02209024.pdf
• Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265-310. https://doi.org/10.1016/0273-2297(92)90011-P
• 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.
• Xu, H. (2017). Exploring novice EFL teachers’ classroom assessment literacy development: A three-year longitudinal study. The Asia-Pacific Education Researcher, 26(3-4), 219-226. doi 10.1007/s40299-017-0342-5.
• 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