Araştırma Makalesi
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The Effect of formative assessment on reading comprehension

Yıl 2022, Cilt: 9 Sayı: Special Issue, 88 - 108, 29.11.2022
https://doi.org/10.21449/ijate.1104868

Öz

The aim of this research is to set forth the effects of formative assessment methods on reading comprehension. To this end, reading status of a group of students was assessed with formative assessment methods, while that of another group was evaluated with traditional ones. The research was carried out by using unequalised quasi-experimental design. The experimental and control groups of the research were randomly assigned. The study group consisted of 50 3rd grade students of a primary school in the Dilovası district of Kocaeli city, Türkiye. The data of the study were obtained from the texts within 3rd grade curriculum and from the comprehension questions prepared for these texts. The data were analyzed via SPSS 22 program. Mann-Whitney and Wilcoxon signed rank tests were used during analyses. In the findings of the research, a highly significant difference was observed in favor of the experimental group. As a result of the findings of the research, it was observed that formative assessment methods contributed to reading comprehension success positively.

Proje Numarası

This research was produced from the master's thesis numbered 649617, titled "The Effect of Formative Assessment on Reading Comprehension" conducted by Muhammet Sönmez under the consultancy of Fatih Çetin Çetinkaya

Kaynakça

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The Effect of formative assessment on reading comprehension

Yıl 2022, Cilt: 9 Sayı: Special Issue, 88 - 108, 29.11.2022
https://doi.org/10.21449/ijate.1104868

Öz

The aim of this research is to set forth the effects of formative assessment methods on reading comprehension. To this end, reading status of a group of students was assessed with formative assessment methods, while that of another group was evaluated with traditional ones. The research was carried out by using unequalised quasi-experimental design. The experimental and control groups of the research were randomly assigned. The study group consisted of 50 3rd grade students of a primary school in the Dilovası district of Kocaeli city, Türkiye. The data of the study were obtained from the texts within 3rd grade curriculum and from the comprehension questions prepared for these texts. The data were analyzed via SPSS 22 program. Mann-Whitney and Wilcoxon signed rank tests were used during analyses. In the findings of the research, a highly significant difference was observed in favor of the experimental group. As a result of the findings of the research, it was observed that formative assessment methods contributed to reading comprehension success positively.

Proje Numarası

This research was produced from the master's thesis numbered 649617, titled "The Effect of Formative Assessment on Reading Comprehension" conducted by Muhammet Sönmez under the consultancy of Fatih Çetin Çetinkaya

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  • Stiggins, R.J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765. https://doi.org/10.1177/003172170208301010
  • Temizkan, M., & Sallabaş, M.E. (2011) Okuduğunu anlama becerisinin değerlendirilmesinde çoktan seçmeli testlerle açık uçlu yazılı yoklamaların karşılaştırılması [Comparison of multiple-choice tests and open-ended written exams in the evaluation of reading comprehension skills]. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. 30(1), 207-220. https://dergipark.org.tr/tr/pub/dpusbe/issue/4772/65689
  • Ulusoy, M. (2009). Boşluk tamamlama testinin okuma düzeyini ve okunabilirliği ölçmede kullanılması [Using cloze test to measure students’ reading levels and readability of texts]. Türk Eğitim Bilimleri Dergisi, 7(1), 105 126. https://dergipark.org.tr/tr/pub/tebd/issue/26140/275303
  • Ulusoy, M., & Çetinkaya, Ç. (2012). Cümle doğrulama tekniğinin okuma ve dinlemenin ölçülmesinde kullanılması [The use of sentence verification technique for measuring reading and listening]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H.U Journal of Education), 43,460-471.
  • Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Asynchronous Discussions and Assessment in Online Learning, 39(3), 309–328.
  • Wiliam, D. (2006). Formative assessment: Getting the focus right, Educational Assessment, 11(3-4), 283-289. https://doi.org/10.1080/10627197.2006.9652993
  • Yazıcı, E., & Kurudayıoğlu, M. (2017). 5. sınıf Türkçe ders kitaplarındaki dinleme metinlerinin öğrencilerin seviyesine uygunluğunun incelenmesi [Examination of the appropriateness of listening texts in the 5th grade of Turkish textbooks to students’ level]. Anadili Eğitim Dergisi, 5(4), 967-984. https://doi.org/10.16916/aded.340839
  • Yıldırım, K. (2012). Öğretmen ve öğrencilerin okuduğunu anlama becerilerini değerlendirmede kullanacakları bir sistem: Barrett taksonomisi [A system to be used by teachers to evaluate students’ reading comprehension skills: Barrett taxonomy]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 45 58. https://dergipark.org.tr/tr/pub/mkusbed/issue/19552/208323
  • Zengin, Y., Bars, M., & Şimşek, Ö. (2017). Matematik öğretiminin biçimlendirici değerlendirme sürecinde Kahoot! ve Plickers uygulamalarının incelenmesi [Investigation of using Kahoot! and Plickers in formative evaluation process in mathematics teaching]. Ege Eğitim Dergisi, 18(2), 602- 626. https://doi.org/10.12984/egeefd.318647
  • Zipke, M. (2007). Metalinguistic instruction improves third graders’ reading comprehension [Unpublished doctoral dissertation]. The City University of New York.
Toplam 114 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Special Issue
Yazarlar

Muhammet Sönmez 0000-0001-6516-7635

Fatih Çetin Çetinkaya 0000-0002-9843-6747

Proje Numarası This research was produced from the master's thesis numbered 649617, titled "The Effect of Formative Assessment on Reading Comprehension" conducted by Muhammet Sönmez under the consultancy of Fatih Çetin Çetinkaya
Erken Görünüm Tarihi 17 Kasım 2022
Yayımlanma Tarihi 29 Kasım 2022
Gönderilme Tarihi 17 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: Special Issue

Kaynak Göster

APA Sönmez, M., & Çetinkaya, F. Ç. (2022). The Effect of formative assessment on reading comprehension. International Journal of Assessment Tools in Education, 9(Special Issue), 88-108. https://doi.org/10.21449/ijate.1104868

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