An Action Research on the Utilization of Formative Assessment Components in Online Environments in Science Education
Öz
Purpose: This research aimed to identify the utilization status of formative assessment components by teachers and analyze the process of addressing the problems encountered in these components.
Design/Methodology/Approach: The research was designed considering Stringer's (2007) model supporting the collaborative action research process. Weekly action cycles were planned with teachers during the research. Data collection tools for the study included video recordings (classroom observations), teacher interviews, researcher field notes, lesson plans, planning and reflection meetings with teachers, and meetings with the validation committee. Data analysis in this research was conducted using descriptive analysis and constant comparative analysis. Interview and observation data, along with lesson plans, were analyzed by the researcher after each action cycle, based on the 'formative assessment classroom observation form' created, to determine the extent to which each teacher used formative assessment components in their lessons. Data were also shared with the validation committee to complete evaluations related to formative assessment components for each teacher. Upon examining the development of teachers' formative assessment components, it was observed that two teachers reached expert levels in all components, while one teacher reached an expert level in all components except for peer assessment.
Findings: Factors generally influencing the use of formative assessment components by teachers, based on the findings of this study, included teachers' instructional beliefs and attitudes, collaboration and adequate support, time, experience, and standardized tests, as well as teachers' educational philosophies and their utilization of online learning environments. The findings of the study were discussed in relation to the literature, and various recommendations were provided to practitioners to contribute to the use of formative assessment in classroom practices and to researchers aiming to improve teachers' formative assessment practices.
Highlights: Factors generally affecting the use of formative assessment components by teachers can be stated as teachers' pedagogical beliefs and attitudes, collaboration and adequate support, time, experience, and centralized exams, teachers' educational understanding, and their use of online learning environments.
Anahtar Kelimeler
Formative assessment, Collaborative action research, In-service teacher training, Science education, Science teacher
Kaynakça
- Anker-Hansen, J., & Andrée, M. (2019). Using and rejecting peer feedback in the science classroom: A study of students’ negotiations on how to use peer feedback when designing experiments. Research in Science & Technological Education, 37(3), 346-365.
- Avrupa Birliği Komisyonu. (2011). Science education in Europe: National policies, practices and research. Brüksel.
- Bell, B. (2000). Formative assessment and science education: Modelling and theorising. R. Millar, J. Leach, & J. Osborne içinde, Improving science education: The contribution of research. Buckingham: Open University Press.
- Black, P., & William, D. (1998). Assessment and classroom learning. Assessment in Education, Principles, Policy and Practice. 5(1), 7-73.
- Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003). Assesment for Learning-putting it into practice. Maidenhead, U.K.: Open university Press.
- Bonwell, C. C. (1991). Active Learning : Creating Excitement in the Classroom. 03 22, 2016 tarihinde http://www.ydae.purdue.edu/lct/hbcu/documents/active_learning_creating_excitement_in_the_classroom.pdf adresinden alındı
- Brooks, G., & Brooks, M. G. (1993). The Case for Constructivist Classrooms. Virginia: ASCD Alexandria.
- Buck, G. A., & Trauth-Nare, A. E. (2009). Preparing teachers to make the formative assessment process integral to science teaching and learning. Journal of Science Teacher Education, 20(5), 475-494.
- Bulut, G. (2010). İlköğretim (6-7-8. Sınıf) fen ve teknoloji öğretmenlerinin öğretim yöntem ve tekniklerini kullanma alışkanlıkları:Hatay ili örneği. Yayınlanmamış yüksek lisans tezi. Fırat Üniversitesi, Fen Bilimleri Enstitüsü, Elazığ.
- Chatterton, P., Fuller, D., & Routledge, P. (2007). Relating Action to Activism: Theoretical and Methodological Reflections. S. L. Kindon, R. Pain, & M. Kesby (Dü) içinde, In Participatory Action Research Approaches and Methods: Connecting People, Participation and Place (s. 216-222). London: Routledge.