Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 5 Sayı: 1, 31 - 39, 15.03.2019
https://doi.org/10.18826/useeabd.525133

Öz

Kaynakça

  • Ayvazo, S., Ward, P., & Stuhr, P.T. (2010). Teaching and assessing content knowledge in preservice physical education. Journal of Physical Education, Recreation and Dance, 81(4), 40‒44.
  • Baghaei, P. & Amrahi, N. (2011). Validation of a multiple-choice English vocabulary test with the Rasch model. Journal of Language Teaching and Research, 2(5), 1052‒1060.
  • Ball, D.L., Thames, M.H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education. 59(5), 389‒407.
  • Bond, T.G. & Fox, M.T. (2007). Applying the Rasch Model. Fundamental Measurement in the Human Sciences, 2nd edition. Mahwah, NJ: Erlbaum.
  • Boone, W.J., Staver, J.R., & Yale, M.S. (2014). Rasch Analysis in the Human Sciences. Dordrecht: Springer.
  • Castelli, D. & Williams, L. (2007). Health-related fitness and physical education teachers' content knowledge. Journal of Teaching in Physical Education, 26(1), 3‒19.
  • Damjanova, R. (2011). Item analysis and measurement characteristics of knowledge's test in golf. Research in Kinesiology, 39(1), 17‒21.
  • Devrilmez, E. (2016). Impact of badminton course designed for common and specialized content knowledge of prospective teachers. Unpublished PhD Thesis, Middle East Technical University, Turkey.
  • Devrilmez, E., Dervent, F., Ward, P., & Ince, M.L. (2019) A test of common content knowledge for gymnastics: A Rasch analysis. European Physical Education Review.
  • Dervent, F., Devrilmez, E., Ince M.L., & Ward, P. (2018). Beden eğitimi öğretmenleri için futbol genel alan bilgisi bilgi testinin güvenirlik ve geçerliği. Spor Bilimleri Dergisi, 29(1), 39‒52.
  • General Directorate of Sports of Turkey, (2018). Statistical Results. Retrieved from http://sgm.gsb.gov.tr/Sayfalar/175/105/Istatistikler.
  • He, Y., Ward, P. & Wang, X. (2018). Validation of a common content knowledge test for soccer. Journal of Teaching in Physical Education, 37(4), 407‒412.
  • Hunuk, D., Ince, M.L., & Tannehill, D. (2013). Developing teachers’ health-related fitness knowledge through a community of practice: Impact on student learning. European Physical Education Review, 19(1), 3‒20.
  • Ince, M. & Hunuk D. (2013). Experienced physical education teachers’ health-related fitness knowledge level and knowledge internalization processes. Education and Science/Egitim ve Bilim, 38(168), 304‒317.
  • Iserbyt, P., Ward, P., & Li, W. (2017). Effects of improved content knowledge on pedagogical content knowledge and student performance in physical education. Physical Education and Sport Pedagogy, 22(1), 71‒88.
  • Kim, I., Ward, P., Sinelnikov, O., Ko, B., Iserbyt, P., Li, W., & Curtner-Smith, M. (2018). The influence of content knowledge on pedagogical content knowledge: An evidence-based practice for physical education. Journal of Teaching in Physical Education, 37(2), 133‒143.
  • Linacre, J.M. (2008). A User's Guide to Winsteps Rasch-Model Computer Program. Version 3.65. Available at: http://www.winsteps.com.
  • MoNE (2018). Beden Eğitimi ve Spor Dersi Öğretim Programı. Retrieved from http://mufredat.meb.gov.tr.
  • Miller, M.G. & Housner, L. (1999). A survey of health-related physical fitness knowledge among preservice and inservice physical educators. The Physical Educator, 55(4), 176‒186.
  • Naseer, N., & Hong, K.S. (2015). Decoding answers to four-choice questions using functional near infrared spectroscopy. Journal of Near Infrared Spectroscopy, 23(1), 23-31.
  • Rasch, G. (1980). Probabilistic Models for Some Intelligence and Attainment Tests. Chicago: University of Chicago Press.
  • Santiago, J.A., Disch, J.G., & Morales, J. (2012). Elementary physical education teachers’ content knowledge of physical activity and health-related fitness. The Physical Educator, 69(4), 395‒412.
  • Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1),1‒22.
  • Siedentop, D. (2002). Content knowledge for physical education. Journal of Teaching in Physical Education 21(4): 368‒377.
  • Ward, P. (2009). Content matters: Knowledge that alters teaching. In L. Housner, M. Metzler, P. Schempp and T. Templin (Eds.), Historic traditions and future directions of research on teaching and teacher education in physical education (pp. 345‒356). Morgantown WV: Fitness Information Technology.
  • Ward, P. &Ayvazo, S. (2016). Pedagogical content knowledge: Conceptions and findings in physical education. Journal of Teaching in Physical Education, 35(3), 194‒207.
  • Ward, P., Kim, I., Ko, B., & Li, W. (2015). Effects of improving teachers' content knowledge on teaching and student learning in physical education. Research Quarterly for Exercise & Sport, 86(2), 130‒139.
  • YÖK (2006). Eğitim Fakültesi Öğretmen Yetiştirme Lisans Programları. Retrieved from http://www.yok.gov.tr/egitim/ogretmen/ogretmen.htm.

Validation of volleyball common content knowledge test

Yıl 2019, Cilt: 5 Sayı: 1, 31 - 39, 15.03.2019
https://doi.org/10.18826/useeabd.525133

Öz

Aim: Aim of this study was to check and evaluate the validity and reliability of volleyball common content knowledge (CCK) test for physical education teachers.

Methods: Rasch modelling was used for validating the test and data were collected from 214 physical education teacher education (PETE) students. The expert group followed a four-step test developing process and developed 20 test items.

Results: Results showed that 18 of 20 test items demonstrated high internal consistency and reliability for both test items and person attended this study. The wrightmap showed that items demonstrated the cumulative norm.

Conclusion: The developed test is valid and reliable for measuring volleyball CCK level of PETE students and physical education teachers. The knowledge base acquired from such CCK test may assist policymakers and university faculty to design the PETE programs as well as professional development programs.

Kaynakça

  • Ayvazo, S., Ward, P., & Stuhr, P.T. (2010). Teaching and assessing content knowledge in preservice physical education. Journal of Physical Education, Recreation and Dance, 81(4), 40‒44.
  • Baghaei, P. & Amrahi, N. (2011). Validation of a multiple-choice English vocabulary test with the Rasch model. Journal of Language Teaching and Research, 2(5), 1052‒1060.
  • Ball, D.L., Thames, M.H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education. 59(5), 389‒407.
  • Bond, T.G. & Fox, M.T. (2007). Applying the Rasch Model. Fundamental Measurement in the Human Sciences, 2nd edition. Mahwah, NJ: Erlbaum.
  • Boone, W.J., Staver, J.R., & Yale, M.S. (2014). Rasch Analysis in the Human Sciences. Dordrecht: Springer.
  • Castelli, D. & Williams, L. (2007). Health-related fitness and physical education teachers' content knowledge. Journal of Teaching in Physical Education, 26(1), 3‒19.
  • Damjanova, R. (2011). Item analysis and measurement characteristics of knowledge's test in golf. Research in Kinesiology, 39(1), 17‒21.
  • Devrilmez, E. (2016). Impact of badminton course designed for common and specialized content knowledge of prospective teachers. Unpublished PhD Thesis, Middle East Technical University, Turkey.
  • Devrilmez, E., Dervent, F., Ward, P., & Ince, M.L. (2019) A test of common content knowledge for gymnastics: A Rasch analysis. European Physical Education Review.
  • Dervent, F., Devrilmez, E., Ince M.L., & Ward, P. (2018). Beden eğitimi öğretmenleri için futbol genel alan bilgisi bilgi testinin güvenirlik ve geçerliği. Spor Bilimleri Dergisi, 29(1), 39‒52.
  • General Directorate of Sports of Turkey, (2018). Statistical Results. Retrieved from http://sgm.gsb.gov.tr/Sayfalar/175/105/Istatistikler.
  • He, Y., Ward, P. & Wang, X. (2018). Validation of a common content knowledge test for soccer. Journal of Teaching in Physical Education, 37(4), 407‒412.
  • Hunuk, D., Ince, M.L., & Tannehill, D. (2013). Developing teachers’ health-related fitness knowledge through a community of practice: Impact on student learning. European Physical Education Review, 19(1), 3‒20.
  • Ince, M. & Hunuk D. (2013). Experienced physical education teachers’ health-related fitness knowledge level and knowledge internalization processes. Education and Science/Egitim ve Bilim, 38(168), 304‒317.
  • Iserbyt, P., Ward, P., & Li, W. (2017). Effects of improved content knowledge on pedagogical content knowledge and student performance in physical education. Physical Education and Sport Pedagogy, 22(1), 71‒88.
  • Kim, I., Ward, P., Sinelnikov, O., Ko, B., Iserbyt, P., Li, W., & Curtner-Smith, M. (2018). The influence of content knowledge on pedagogical content knowledge: An evidence-based practice for physical education. Journal of Teaching in Physical Education, 37(2), 133‒143.
  • Linacre, J.M. (2008). A User's Guide to Winsteps Rasch-Model Computer Program. Version 3.65. Available at: http://www.winsteps.com.
  • MoNE (2018). Beden Eğitimi ve Spor Dersi Öğretim Programı. Retrieved from http://mufredat.meb.gov.tr.
  • Miller, M.G. & Housner, L. (1999). A survey of health-related physical fitness knowledge among preservice and inservice physical educators. The Physical Educator, 55(4), 176‒186.
  • Naseer, N., & Hong, K.S. (2015). Decoding answers to four-choice questions using functional near infrared spectroscopy. Journal of Near Infrared Spectroscopy, 23(1), 23-31.
  • Rasch, G. (1980). Probabilistic Models for Some Intelligence and Attainment Tests. Chicago: University of Chicago Press.
  • Santiago, J.A., Disch, J.G., & Morales, J. (2012). Elementary physical education teachers’ content knowledge of physical activity and health-related fitness. The Physical Educator, 69(4), 395‒412.
  • Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1),1‒22.
  • Siedentop, D. (2002). Content knowledge for physical education. Journal of Teaching in Physical Education 21(4): 368‒377.
  • Ward, P. (2009). Content matters: Knowledge that alters teaching. In L. Housner, M. Metzler, P. Schempp and T. Templin (Eds.), Historic traditions and future directions of research on teaching and teacher education in physical education (pp. 345‒356). Morgantown WV: Fitness Information Technology.
  • Ward, P. &Ayvazo, S. (2016). Pedagogical content knowledge: Conceptions and findings in physical education. Journal of Teaching in Physical Education, 35(3), 194‒207.
  • Ward, P., Kim, I., Ko, B., & Li, W. (2015). Effects of improving teachers' content knowledge on teaching and student learning in physical education. Research Quarterly for Exercise & Sport, 86(2), 130‒139.
  • YÖK (2006). Eğitim Fakültesi Öğretmen Yetiştirme Lisans Programları. Retrieved from http://www.yok.gov.tr/egitim/ogretmen/ogretmen.htm.
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Spor Hekimliği
Bölüm SPOR EĞİTİM BİLİMLERİ
Yazarlar

Erhan Devrilmez 0000-0002-5136-7510

Fatih Dervent Bu kişi benim 0000-0002-2612-3549

Müfide Yoruç Çotuk Bu kişi benim 0000-0003-0594-3254

Yayımlanma Tarihi 15 Mart 2019
Gönderilme Tarihi 10 Şubat 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 5 Sayı: 1

Kaynak Göster

APA Devrilmez, E., Dervent, F., & Yoruç Çotuk, M. (2019). Validation of volleyball common content knowledge test. International Journal of Sport Exercise and Training Sciences - IJSETS, 5(1), 31-39. https://doi.org/10.18826/useeabd.525133