ÖĞRETMEN DEĞERLENDİRME OKURYAZARLIĞI: TÜRKİYE'DEKİ MEVCUT DURUM, SORUNLAR VE ÇÖZÜM ÖNERİLERİ

Yıl 2023, Cilt: 6 Sayı: 2, 52 - 67, 31.12.2023

Yeşim Özer Özkan

Öz

Öğretmen değerlendirme okuryazarlığı, son yıllarda Türkiye’de giderek daha fazla önem kazanmaktadır. Ancak, mevcut veriler, Türkiye'deki öğretmen adaylarının ve öğretmenlerin değerlendirme okuryazarlığı düzeylerinin yeterli seviyelerde olmadığını göstermektedir. Bu durum iki açıdan dikkate değerdir; öncelikle, öğretmenlerin öğrencilerini doğru bir şekilde değerlendirememesi ve sonuç olarak eğitim sisteminin etkinliğini sorgulanması, ikinci olarak ise öğretmen yetiştirme programlarında sunulan ölçme ve değerlendirme yeterliliğini düşünme gerekliliğini vurgulamaktadır. Bu makalede, Türkiye'deki öğretmenlerin değerlendirme okuryazarlığına ilişkin mevcut durum analiz edilecek ve sorunlar ele alınacaktır. Ayrıca, çözüm önerileri sunulacaktır. Bu makalede kullanılan yöntem bir sistematik derlemedir. Bu kapsamda dahil etme ve hariç tutma ölçütleri çerçevesinde 20 çalışma incelenmiştir. Literatür taramasında Türkiye'deki değerlendirme okuryazarlığı alanında yayınlanan çeşitli akademik çalışma ve raporlardan yararlanılmış ve elde edilen bulgular değerlendirme okuryazarlığının mevcut durumunu anlamak için kullanılmıştır. Makale, değerlendirme okuryazarlığının kısa bir tanıtımı ve öğretmenler için önemine ilişkin bir girişle başlamaktadır. Makale ayrıca, bulguların öğretmen eğitimi, mesleki gelişim ve sınıf uygulamaları için olası sonuçlarını tartışmaktadır.

Anahtar Kelimeler

öğretmen değerlendirme okuryazarlığı, mesleki gelişim, öğretmen eğitimi, öğrenci katılımı, iş birliği ve geri bildirim

Destekleyen Kurum

Gaziantep Üniversitesi

Proje Numarası

Doktora Sonrası Araştırma

Teşekkür

Bu çalışma, Dublin City University'de yürütülen doktora sonrası araştırmanın bir parçası olarak gerçekleştirilmiştir. Doktora Sonrası Araştırma kapsamında destek sunan Gaziantep Üniversitesi'ne teşekkür ederim.

TEACHER ASSESSMENT LITERACY: CURRENT SITUATION, PROBLEMS AND SOLUTIONS IN TURKEY

Öz

In recent years, the issue of assessment literacy among teachers in Turkey has been gaining increasing importance. However, current data indicate insufficient pre- and in-service teachers' assessment literacy levels in Turkey. This situation is noteworthy in two aspects; firstly, teachers are not evaluating their students accurately and, as a result, questioning the education system's effectiveness. Secondly, it highlights the necessity of contemplating the adequacy of measurement and evaluation competencies provided in teacher education programs. In this article, the current situation regarding teachers' assessment literacy in Turkey will be analysed, and problems will be addressed. In addition, solutions will be proposed. The method used in this article is a systematic review. In this context, 20 studies were examined within the framework of inclusion and exclusion criteria. The literature review draws upon a range of academic studies and reports published in the field of assessment literacy in Turkey and analyses the findings to understand the current state of assessment literacy. The article begins with a brief introduction to assessment literacy and its importance for teachers. The article also discusses the implications of the findings for teacher education, professional development, and classroom practices.

Anahtar Kelimeler

teacher assessment literacy, professional development, teacher education, student involvement, collaboration and feedback

Proje Numarası

Doktora Sonrası Araştırma

Kaynakça

• *Acar-Erdol, T., & Yıldızlı, H. (2018). Classroom assessment practices of teachers in Turkey. International Journal of Instruction, 11(3), 587-602. doi: 10.12973/iji.2018.11340a
• *Acar Güvendir, M., & Özer Özkan, Y. (2021). The role of achievement in the correlation between teacher candidates' measurement and evaluation of common competency perceptions and assessment literacy. International Innovative Education Researcher, 1(2), 107-117. https://doi.org/10.29228/iedres.55000
• *Akdağ, G. (2015). Influence of the course of practical assessment and evaluation associated with the field on the literacy levels of assessment and evaluation attitudes and content knowledge of teacher candidates. (Unpublished PhD thesis). Gazi University, Ankara.
• *Akpolat, T., & Genç, T. (2022). The relationships between the epistemological beliefs of preservice teachers attending KPSS courses and assessment literacy. Trakya Journal of Education, 12(2), 647-662. doi: 10.24315/tred.917531
• *Aksu, H. H. (2012). The Determination of primary education mathematics teachers’ literacy level of measurement and assessment. Mustafa Kemal University Journal of Social Sciences Institute, 9(17), 497-510. doi: 10.1016/j.sbspro.2014.01.696
• *Atasoy, B. (2022). Assessment and evaluation literacy and attitudes of chemistry teachers and prospective teachers to assessment and evaluation. (Unpublished Master's Thesis). Gazi University, Ankara.
• *Azrak, Y. (2017). Investigating the assessment literacy level of social studies teacher candidates in terms of various variables. (Unpublished Master's Thesis). Niğde Ömer Halisdemir University, Niğde.
• *Azrak, Y., & Yalçınkaya, E. (2019). Investigation of the assessment literacy levels of social studies teacher candidates in terms of various variables. Anadolu Journal of Educational Sciences International, 9(1), 27-55. doi:10.18039/ajesi.520816
• *Berk, H. (2021). Examination of assessment literacy levels and STEM attitudes of computer and instructional technologies teacher candidates. (Unpublished Master's Thesis). İstanbul Sabahattin Zaim University, İstanbul.
• Birgin, O., & Baki, A. (2009). An investigation of primary school teachers’ proficiency perceptions about measurement and assessment methods: The case of Turkey. Procedia-Social and Behavioral Sciences, 1(1), 681-685. doi:10.1016/j.sbspro.2009.01.119
• *Bütüner, S.Ö., Yiğit N., & Çimer S.O. (2010). Adaptation of assessment literacy inventory into Turkish. e-Journal of New World Sciences Academy Education Sciences, 5(3), 792-809.
• Çakan, M. (2004). Comparison of elementary and secondary school teachers in terms of their assessment practices and perceptions toward their qualification levels. Ankara University. Journal of Faculty of Educational Sciences, 37(2), 99-114. doi:10.1501/Egifak_0000000101
• *Çambay, Ö., & Kazanç, S. (2018). Investigating the pre-service teachers’ assessment literacy in different fields and self-efficacy in terms of assessment literacy. Turkish Journal of Educational Studies, 5(3), 140-165. doi:10.12973/iji.2018.11340a
• *Demirdogen, B., & Korkut, H. M.(2021). Does teacher education matter? Comparison of education and science major teachers’ assessment literacy. Journal of Qualitative Research in Education, 26, 23-52. doi:10.14689/enad.26.2
• DeLuca, C., & Braund, H. (2019). Preparing assessment literate teachers. In Oxford Research Encyclopedia of Education. doi:10.1093/acrefore/9780190264093.013.487
• DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016). Approaches to classroom assessment ınventory: A New ınstrument to support teacher assessment literacy. Educational Assessment, 21(4), 248-266. doi:10.1080/10627197.2016.1236677
• *Dinçer, L. (2023). Adaptation of approaches to classroom assessment inventory into Turkish and analyzing measurement invariance. (Unpublished Master's Thesis).Gaziantep University, Gaziantep.
• *Ergül, A. (2019). Examination of teachers' assessment literacy levels in terms of some variables. (Unpublished Master's Thesis).Hacettepe University, Ankara.
• *Ergül, A. Ö., & Çetin, S. (2021). Measurement and assessment literacy levels of teachers in the context of certain factors. Adıyaman University Journal of Educational Sciences, 11(1), 26-35. doi:10.17984/adyuebd.755873
• Gelbal, S., & Kelecioğlu, H. (2007). Teachers’ proficiency perceptions of the measurement and evaluation techniques and the problems they confront. Hacettepe University Journal of Education, 33, 135-145.
• *Gül, E. (2011). Preservice elementary teachers assessment literacy and attitude towards assessment (Unpublished Master's Thesis). Fırat University, Elazığ.
• *Gürsoy, G. (2017). Assessment literacy: A Conceptual analysis. Amasya Education Journal, 6(1), 281-316.
• *Gürsoy, G., & Aydoğdu, M. (2020). Effects of content-associated applied measurement and evaluation course. Journal of Higher Education (Turkey), 10(1), 96–111. doi: 10.2399/yod.19.004
• Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational research review, 17, 50-62. doi:10.1016/j.edurev.2015.12.002
• *İzci, K., Çalışkan, G. & Aktürk, A. O. (2018). An Investigation of the Factors Affecting the Assessment Literacy of Teacher Candidates: A Structural Equation Modeling. Journal of Research in Education, Science and Technology, 3(1), 10-22. doi:10.17522/nefefmed.94931
• Joint Committee on Standards for Educational Evaluation. (2015). Classroom assessment standards: Practices for PK-12 teachers. Retrieved from: http://www.jcsee.org/the-classroom-assessment-standards-new-standards
• *Karaman, P. (2014). Investigating the assessment literacy of teacher candidates and improving it via micro-teaching. (Unpublished PhD Thesis).Çanakkale OnSekiz Mart University, Çanakkale.
• *Karaman, P., & Şahin, Ç. (2017). Improving the assessment literacy of teacher candidates via micro-teaching. Electronic Turkish Studies, 12(4), 255-274. doi:10.7827/TurkishStudies.11428
• Kitchen, H., et al. (2019), OECD Reviews of Evaluation and Assessment in Education: Student Assessment in Turkey. OECD Reviews of Evaluation and Assessment in Education, OECD Publishing. https://doi.org/10.1787/5edc0abe-en.
• *Koç, A. (2019). Determining measurement and evaluation literacy levels of the prospective science teachers. (Unpublished Master's Thesis). Akdeniz University, Antalya.
• *Koç, A., & Bulut, S. (2020). Investıgation of science teacher candidates' measurement and evaluation literacy levels in terms of various variables. Gazi University Journal of Gazi Education Faculty, 40 (3), 877-904 . doi:10.17152/gefad.733749
• *Korkut, H.M. (2019). Investigation of science teachers' assessment literacy: A comparison of Bachelor's degree in education and sciences. (Unpublished Master's Thesis). Zonguldak Bülent Ecevit University, Zonguldak.
• Kuran, K., & Kanatlı, K. (2009). The Evaluation of classroom teachers' opinions on the alternative assessment techniques. Mustafa Kemal University Journal of Social Sciences Institute, 6(12), 209-234.
• Mascarenhas, C., Ferreira, J. J., & Marques, C. (2018). University-industry cooperation: A systematic literature review and research agenda. Science and Public Policy, 45(5), 708–718. doi:10.1093/SCIPOL/SCY003
• Mellati, M., & Khademi, M. (2018). Exploring teachers' assessment literacy: Impact on learners' writing achievements and implications for teacher development. Australian Journal of Teacher Education (Online), 43(6), 1-18. doi:10.14221/ajte.2018v43n6.1
• Mertler, C. A. (2003). Pre-service versus in-service teachers’ assessment literacy: Does classroom experience make a difference? Paper presented at the annual meeting of the Mid- Western Educational Research Association, Columbus, Ohio.
• *Natır, Z. (2020). Classroom applications of primary mathematics teachers regarding assessment literacy. (Unpublished Master's Thesis). Trabzon University, Trabzon.
• *Ogan-Bekiroglu, F., & Suzuk, E. (2014) Pre-service teachers’ assessment literacy and its implementation into practice, The Curriculum Journal, 25(3), 344-371. doi:10.1080/09585176.2014.899916
• Özsevgeç, T., Çepni, S., & Demircioğlu, G. (2004). The level of science teachers’ awareness of measurement and assessment. In The Congress of the 4th National Science and Mathematics Education.
• Plake, B. S., & Impara, J. C. (1996). Teacher assessment literacy: What do teachers know about assessment?. In Handbook of classroom assessment (pp. 53-68). Academic Press. doi:10.1016/B978-012554155-8/50005-3
• Popham, W. (2004) Why Assessment Illiteracy Is Professional Suicide, Educational Leadership, 82-83.
• Popham, W. J. (2011). Assessment literacy overlooked: A teacher educator's confession. The Teacher Educator, 46(4), 265-273. doi:10.1080/08878730.2011.605048
• Popham, W. J. (2018). Assessment literacy for educators in a hurry. ASCD.
• Stiggins, R. (1991). Assessment Literacy. The Phi Delta Kappan, 72(7), 534-539.
• *Tünkler, V., (2019). Examination of Preservice Social Studies Teachers’ Assessment Literacy and Perceptions of Assessment Self-efficacy. Pamukkale University Journal of Social Sciences Institute, 37, 319-332.
• Ulutaş, S., (2003). Investigating the competency of teachers in high schools in measurement and evaluation and level of application principles of measurement and evaluation. (Unpublished Master’s Thesis). Ankara University, Ankara.
• *Yalvaç, E. (2016). Investigating the relationship between preservice science teachers' assessment literacy and their cognitive styles. (Unpublished master's thesis). Gazi University, Anakara.
• Webb, N. (2002). Assessment literacy in a standards-based urban education setting. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.