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Sınıf İçi Öğretimin ve Öğrencinin Değerlendirilmesine İlişkin Meta-Bilişsel Farkındalıklar Ölçeğinin (MFÖ-DEĞ) Geliştirilmesi ve Psikometrik Özelliklerinin Belirlenmesi

Year 2022, Volume: 11 Issue: 1, 60 - 74, 28.03.2022

Ali Yiğit Kutluca , Somayyeh Radmard , Yilmaz Soysal

https://doi.org/10.30703/cije.899403

Abstract

Bu araştırmanın amacı öğretmenlerin kendi sınıf içi öğretimlerini ve öğrenenlerin bilişsel çıktılarını anlık izlemesi ve değerlendirmesine yönelik metabilişsel farkındalıklarını belirleyebilecek bir ölçeğin geliştirilmesidir. Tarama deseni aracılığıyla gerçekleştirilen bu araştırma aynı zamanda bir ölçek geliştirme çalışmasıdır. Bu çalışmaya 2019-2020 eğitim-öğretim yılında Millî Eğitim Bakanlığına (MEB) bağlı kurumlarda görev yapan farklı bölüm ve kıdemlerden 356 öğretmenin katılımı sağlanmıştır. Beş adımdan oluşan bu araştırmada öncelikle mevcut literatür taranmış ve öğrenme-öğretme sürecinin değerlendirilmesi ve meta-bilişsel farkındalıkları pedagoji yüklü olarak bütünleştirilmesine olanak sağlayacak kavramsal ve tematik çerçeve oluşturulmuştur. Ardından bu teorik çerçeveye uygun 45 maddenin yer aldığı madde havuzu oluşturulmuş ve uzman görüşlerine sunulmuştur. Uzman görüşlerinin değerlendirilmesinde Lawshe tekniğine bağlı kalınmıştır. Uzman görüşleri sonrası 36 maddeden oluşan ölçeğin nihai hali, katılımcı grubuna uygulanarak ölçeğin psikometrik özellikleri keşfedilmiştir. Bunun için, veriler üzerinde açımlayıcı ve doğrulayıcı faktör analizleri yapılarak Cronbach Alpha iç tutarlılık katsayısı hesaplanmıştır. Analizler sonucunda, MFÖ-DEĞ’in nihai halinin üç faktörlü bir yapıda olduğu ve 34 maddeden oluştuğu tespit edilmiştir. Ölçeğin alt faktörleri; sınıf içi öğretimsel faaliyetlerin ve etkililiğinin izlenmesi ve değerlendirilmesi, öğrenen çıktılarının özetleyici değerlendirilmesi için izlenen yolların değerlendirilmesi ve metabilişsel meslektaş etkileşimi ve fikir değişimi şeklinde isimlendirilmiştir. Ayrıca Cronbach Alpha iç tutarlılık katsayısı 0,96 olarak tespit edilen MFÖ-DEĞ’in güvenilir bir ölçek olduğu da anlaşılmıştır. Ölçeğin psikometrik özelliklerine ilişkin sonuçlar, mevcut literatür temelinde tartışılmış ve gerekli öneriler sunulmuştur.

Keywords

Öğretim Meta-biliş Üstbiliş Meta-bilişsel farkındalıklar ölçeği Değerlendirme

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Development of the Meta-Cognitive Awareness Scale (MAS-EVA) for In-Class Teaching and Assessment of Students and Determination of its Psychometric Properties

Year 2022, Volume: 11 Issue: 1, 60 - 74, 28.03.2022

Ali Yiğit Kutluca , Somayyeh Radmard , Yilmaz Soysal

https://doi.org/10.30703/cije.899403

Abstract

The purpose of the present study was to develop a scale that is able describe teachers’ metacognitive awareness for online monitoring and evaluation of their own in-class teaching and students’ intellectual outcomes. The current study was designed as a survey study that was also a scale development study. The participation of 356 teachers from different departments and seniorities working in institutions affiliated to the Ministry of National Education (MNE) in the 2019-2020 academic year was ensured in this study. In this five-step study, firstly the existing literature was scanned and a conceptual and thematic framework was created that would allow the evaluation of the learning-teaching process and the integration of meta-cognitive awareness with a pedagogy. Then, the item pool incorporating 45 expressions in accordance with the established theoretical framework was created and submitted to the experts’ opinion. Expert opinions were evaluated through the Lawshe technique. After taking the experts’ opinions, the final form of the scale incorporating 36 items was administered to the participants and the psychometric properties of the scale were identified. For this, the Cronbach Alpha internal consistency coefficient was calculated by performing exploratory and confirmatory factor analyzes on the data. As a result of analyzes, it was determined that the final form of the scale had a three-factor structure and consisted of 34 items. The sub-factors of the scale are named as follows: monitoring and evaluating in-class teaching activities and their intellectual effectiveness, evaluating the ways followed for the summative assessment of learner outcomes, and metacognitive colleague interaction and exchange of ideas. In addition, the Cronbach Alpha internal consistency coefficient of 0.96 showing the that the developed scale is reliable. The results regarding the psychometric properties of the scale were discussed based on the existing literature and necessary recommendations were presented.

Keywords

Teaching Meta-cognition Metacognition Meta-cognitive awareness scale Evaluation

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  • Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13, 277–287.
  • Erford, B. T., Lowe, S., and Chang, C. Y. (2011). Technical analysis of teacher responses to the self-evaluation scale-teacher (SES-T) version. Measurement and Evaluation in Counseling and Development, 44(3), 151-158.
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  • Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
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  • Jacobs, V. R., Franke, M. L., Carpenter, T. P., Levi, L., and Battey, D. (2007). Professional development focused on children’s algebraic reasoning in elementary school. Journal for Research in Mathematics Education, 38(3), 258–288.
  • Jacobs, V. R., Lamb, L. L. C., and Philipp, R. A. (2010). Professional noticing of children’s mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202.
  • Jacobs, V. R., and Spangler, D. A. (2018). Research on core practices in K–12 mathematics teaching. In J. Cai (Ed.), Compendium for research in mathematics education (pp. 766–792). National Council of Teachers of Mathematics.
  • Jiang, Y., Ma, L., and Gao, L. (2016). Assessing teachers’ metacognition in teaching: The teacher metacognition inventory. Teaching and Teacher Education, 59, 403-413.
  • Kline, R. B. (2013). Exploratory and confirmatory factor analysis. In Y. Petscher, C. Schatschneider, and D. L. Compton (Eds.), Applied quantitative analysis education and the social sciences (pp. 171–207). Routledge.
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There are 91 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Ali Yiğit Kutluca 0000-0002-1341-3432

Somayyeh Radmard 0000-0002-9431-8081

Yilmaz Soysal 0000-0003-1352-8421

Publication Date March 28, 2022
Published in Issue Year 2022Volume: 11 Issue: 1

Cite

APA Kutluca, A. Y., Radmard, S., & Soysal, Y. (2022). Sınıf İçi Öğretimin ve Öğrencinin Değerlendirilmesine İlişkin Meta-Bilişsel Farkındalıklar Ölçeğinin (MFÖ-DEĞ) Geliştirilmesi ve Psikometrik Özelliklerinin Belirlenmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 11(1), 60-74. https://doi.org/10.30703/cije.899403
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