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Investigation of Pre-service Teachers' Perceptions of Self-Efficacy towards In-Class Assessment in Terms of Some Variables

Yıl 2023, Cilt: 12 Sayı: 4, 828 - 848, 26.12.2023

Rahime Şentürk

https://doi.org/10.30703/cije.1242288

Öz

The aim of this research was to examine the self-efficacy perceptions of Turkish pre-service teachers with regard to in-class assessment and to reveal the stages that need education on the subject. For this purpose, data were collected through a five-point Likert-type scale consisting of 38 items under five dimensions: 'deciding on the evaluation method', 'creating a measurement tool', 'process evaluation', 'evaluation with grades' and 'result evaluation'. The participants of the study consisted of 135 Turkish pre-service teachers who continued their undergraduate education in the 3rd and 4th grades. In the study, data were collected through the 'In-class assessment self-efficacy perception scale'. Descriptive statistics were used in the analysis of the data and the data were evaluated through statistical analysis. According to the results, when the opinions of the pre-service teachers regarding the evaluation sub-dimensions were examined, it was found that the self-efficacy perceptions with regard to the criteria in the dimension of creating a measurement tool were lower than self-efficacy perceptions with regard to the other sub-dimensions. When the pre-service teachers’ in-class assessment self-efficacy perceptions were examined with regard to the gender variable, it was seen that their choices regarding the assessment and evaluation stages did not show a significant difference. However, a statistical difference was found between the sub-dimensions of the evaluation process of the 3rd and 4th grade pre-service teachers. It was determined that the effect size of this difference between the groups was highest in the measurement tool creation sub-dimension, while the least influencing sub-dimension was in the outcome evaluation. The field-specific application-based structuring of the assessment and evaluation course content can strengthen pre-service teachers' self-efficacy perceptions about the subject.

Anahtar Kelimeler

Measurement and evaluation self-efficacy assessment literacy pre-service teachers.

Kaynakça

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Öğretmen Adaylarının Sınıf İçi Değerlendirmeye Yönelik Özyeterlik Algılarının Bazı Değişkenler Açısından İncelenmesi

Yıl 2023, Cilt: 12 Sayı: 4, 828 - 848, 26.12.2023

Rahime Şentürk

https://doi.org/10.30703/cije.1242288

Öz

Bu araştırmanın amacı, Türkçe öğretmen adaylarının sınıf içi değerlendirmeye yönelik özyeterlilik algılarını incelemek ve konuyla ilgili eğitime gereksinim duyulan aşamaları ortaya koymaktır. Bu amaca yönelik veriler ‘değerlendirme yöntemine karar verme’, ‘ölçme aracı oluşturma’, ‘süreç değerlendirme’, ‘not ile değerlendirme’ ve ‘sonuç değerlendirme’ olmak üzere beş boyut 38 maddeden oluşan beşli likert tipi bir ölçek ile toplanmıştır. Nicel araştırma yöntemlerinden ilişkisel tarama modelinin kullanıldığı araştırmanın katılımcılarını lisans düzeyindeki eğitimini 3. ve 4. sınıfta sürdüren 135 Türkçe öğretmen adayı oluşturmuştur. Araştırmada veriler ‘Sınıf içi değerlendirme özyeterlik algısı ölçeği’ ile elde edilmiştir. Katılımcıların cinsiyet ve öğrenim düzeyi değişkenlerine göre yetkinlikleri araştırılmış, toplanan veriler istatistiksel olarak değerlendirilerek yorumlanmıştır. Ulaşılan sonuçlara göre, öğretmen adaylarının değerlendirme alt boyutlarına ilişkin görüşleri incelendiğinde diğer alt boyutlara oranla ölçme aracı oluşturma boyutundaki ölçütlere yönelik özyeterlik algılarının daha düşük olduğu belirtilebilir. Öğretmen adaylarının sınıf içi değerlendirme özyeterlik algıları cinsiyet değişkenine göre incelendiğinde ölçme ve değerlendirme aşamalarına ilişkin seçimlerinin anlamlı bir farklılık oluşturmadığı görülmüştür. Bununla birlikte 3. ve 4. sınıf öğretmen adaylarının değerlendirme süreci alt boyutları arasında istatistiksel açıdan farklılık bulunmuştur. Gruplar arasındaki bu farkın etki büyüklüğü en fazla ölçme aracı oluşturma alt boyutundayken, en az etki eden alt boyutun sonuç değerlendirmede olduğu tespit edilmiştir. Ölçme ve değerlendirme ders içeriğinin alana özgü uygulama temelli yapılandırılması öğretmen adaylarının konuyla ilgili özyeterlik algılarını güçlendirebilir.

Anahtar Kelimeler

Ölçme ve değerlendirme özyeterlik değerlendirme okuryazarlığı öğretmen adayları.

Kaynakça

  • Acar-Erdol, T. & Yıldızlı, H. (2018). Classroom assessment practices of teachers in Turkey. International Journal of Instruction, 11(3), 587-602. https://doi.org/10.12973/iji.2018.11340a
  • Alkharusi, H.A. (2009). Correlates of teacher education students’ academic performance in an educational measurement course. International Journal of Learning, 16, 1-15.
  • Alkharusia, H.A. (2010). A multilevel linear model of teachers' assessment practices and students' perceptions of the classroom assessment environment. Procedia Social and Behavioral Sciences, 5, 5-11. doi: 10.1016/j.sbspro.2010.07.041
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  • Graham, P. (2005). Classroom‐based assessment: changing knowledge and practice through preservice teacher education. Teaching and Teacher Education, 21, 607‐21. https://doi.org/10.1016/j.tate.2005.05.001
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  • Gürsoy, G. (2017). Ölçme ve değerlendirme okuryazarlığı: Kavramsal bir analiz. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 281-316.
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  • Karakuş, U. (2011) Coğrafya öğretmenlerinin ölçme ve değerlendirme araçlarını kullanım düzeyleri (Kırşehir örneği). Milli Eğitim Dergisi, 40, 71-85.
  • Karasar, N. (2011). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınevi.
  • Karatay, H. & Dilekçi, A. (2019). Türkçe öğretmenlerinin dil becerilerini ölçme ve değerlendirme yeterlikleri. Millî Eğitim, 48(1), 685-716.
  • Kayange, J.J. & Msiska, M. (2016). Teacher education in China: Training teachers for the 21st century. The Online Journal of New Horizons in Education, 6(4), 204-210.
  • Kilmen, S. & Beyhan, S. (2011). Türkçe öğretmenlerinin ölçme ve değerlendirme yöntemlerini uygulama sıklıkları ve tamamlayıcı değerlendirme yaklaşımlarına yönelik görüşleri (Düzce ili örneği). Ege Eğitim Dergisi, 12(2), 83-104.
  • Kim, H., Choi, H., Han, J. & So, H. J. (2012). Enhancing teachers’ ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea. Australasian Journal of Educational Technology, 28(6), 965–982. DOI: https://doi.org/10.14742/ajet.805
  • Koh, K.H. (2011). Improving teachers’ assessment literacy through professional development. Teaching Education, 22, 255-276. https://doi.org/10.1080/10476210.2011.593164
  • La Marca, P. (2006). Assessment literacy: Building capacity for improving student learning. Paper Presented at the National Conference on Large-Scale Assessment, Council of Chief State School Officers, San Francisco, CA.
  • Levitt, K.E. (2002) An analysis of elementary teachers’ beliefs regarding the teaching and learning of science. Science Education, 86, 1-22. doi:10.1002/sce.1042
  • Levy-Vered, A. & Alhija, F.N. (2015). Modelling beginning teachers' assessment literacy: The contribution of training, self-efficacy, and conceptions of assessment. Educational Research and Evaluation, 21(5), 378-406. DOI:10.1080/13803611.2015.1117980
  • Lukin, L.E., Bandalos, D.L., Eckhout, T.J. & Mickelson, K. (2004). Facilitating the development of assessment literacy. Educational Measurement: Issues and Practice, 23(2),26–32. DOI:10.1111/j.1745-3992.2004.tb00156.x
  • Lyon, E.G. (2011). Beliefs, practices and reflection: Exploring a science teacher’s classroom assessment through the assessment triangle model. Journal of Science Teacher Education, 22, 417-435. doi:10.1007/s10972-011-9241-4
  • Maba, W. (2017). Teacher’s perception on the implementation of the assessment process in 2013 curriculum. International Journal of Social Sciences and Humanities, 1(2), 1-9. DOI: 10.21744/ijssh.v1i2.26
  • Maclellan, E. (2004). Initial knowledge states about assessment. Teaching and Teacher Education, 20(5). 523-535. DOI: 10.1016/j.tate.2004.04.008
  • McMillan, J.H. (2001). Secondary teachers’ classroom assessment and grading practices. Educational Measurement: Issues and Practice, 20(1), 20–32. https://doi.org/10.1111/j.1745-3992.2001.tb00055.x
  • McMillan, J.H. & Lawson, S.R. (2001). Secondary science teachers’ classroom assessment and grading practices. Educational Measurement: Issues and Practice, 20, 20–32.
  • McNair, S., Bhargava, A., Adams, L., Edgerton, S. & Kypos, B. (2003). Teachers speak out on assessment practices. Early Childhood Education Journal, 31(1), 23–31.
  • Mertler, C.A. (2003). Preservice versus inservice teachers’ assessment literacy: does classroom experience make a difference? In Paper presented at the meeting of the Mid-Western educational research association (pp. 2-29), Columbus, OH.
  • Mertler, C.A. (2004). Secondary teachers’ assessment literacy: Does classroom experience make a difference? American Secondary Education, 33(1), 49–64.
  • Mertler, C.A. (2009). Teachers’ assessment knowledge and their perceptions of the impact of classroom assessment professional development. Improving Schools, 12, 101-113. https://doi.org/10.1177/1365480209105575
  • Mertler, C.A. & Campbell, C. (2005). Measuring teachers’ knowledge & application of classroom assessment concepts: development of the assessment literacy inventory. In Paper presented at the annual meeting of the American educational research association (pp. 2-27). Montreal, Quebec, Canada.
  • Moiinvaziri, M. (2015). University teachers’ conception of assessment: a structural equation modeling approach. Journal of Language, Linguistics and Literature, 1(3), 75–85.
  • Muis, K. R., & Foy, M. J. (2010). The effects of teachers’ beliefs on elementary students’ beliefs, motivation, and achievement in mathematics. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: theory, research, and implications for practice (pp. 435-469). Cambridge: Cambridge University Press.
  • Nitko, A.J. (2001). Educational assessment of students. (3rd Ed). Upper Saddle River NJ: Merrill Prentice-Hall.
  • Nuzzacı, A. (2020). Beliefs, attıtudes, and perceptıons towards evaluatıon and assessment of future prımary school teachers: The role of the prevıous scholastıc experıence. Pro Edu. International Journal Of Educational Sciences, 3(2), 5-20. DOI:10.26520/peijes.2020.3.2.5-20
  • Noman, M. & Kaur, A. (2014). Differentiated assessment: a new paradigm in assessment practices for diverse learners. International Journal of Education and Applied Sciences, 1(4), 167-174.
  • 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
  • Opre, D. (2015). Teachers’ conceptions of assessment. Procedia- Social and Behavioral siciences, 209, 229-233. DOI:10.1016/j.sbspro.2015.11.222
  • Otero, V.K. (2006). Moving beyond the ‘‘get it or don’t’’ conception of formative assessment. Journal of Teacher Education, 57, 247-255. https://doi.org/10.1177/0022487105285963
  • Özdemir, S.M. (2009). Sınıf öğretmenlerinin yeni ilköğretim programlarının ölçme ve değerlendirme süreçlerinde karşılaştıkları sorunların incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 42(2), 55-79.
  • Pajares, F. & Schunk, D.H. (2002). Self and self-belief in psychology and education: a historical perspective. In J. Aronson (Eds.), Improving academic achievement: Impact of psychological factors on education (pp. 3-21). San Diego, CA: Academic Press.
  • Popham, W.J. (2001). The truth about testing: An educator’s call to action. Alexandria, VA. Association for Supervision and Curriculum Development.
  • Popham, W.J. (2006). Needed: A dose of assessment literacy. Educational Leadership, 63, 84- 85.
  • Popham, W.J. (2008). Transformative assessment. Alexandria, VA: Association for Supervisiona and Curriculum Development.
  • Popham, W.J. (2009). Assessment literacy for teachers: faddish or fundamental? Theory into Practice, 48(1), 4–11. https://doi.org/10.1080/00405840802577536
  • Schram, C.M. (1996). A meta-analysis of gender differences in applied statistics achievement. Journal of Educational and Behavioral Statistics, 21, 55 – 70. https://doi.org/10.2307/1165255
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  • Siegel, M.A. & Wissehr, C. (2011). Preparing for the plunge: preservice teachers’ assessment literacy. J Sci Teacher Educ, 22, 371–391. 10.1007/s10972-011-9231-6
  • 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
  • Stiggins, R.J. (2004). New assessment beliefs for a new school mission. PHI Delta Kappan; Bloomington, 86(1), 22–27. https://doi.org/10.1177/003172170408600106
  • Stiggins, R.J. (2006). Assessment for learning: akey to student motivation and learning. PHI Delta Kappan International, 2(2), 1–19.
  • Struyven, K., Dochy, F., Janssens, S. & Gielen, S. (2006). On the dynamics of students' approaches to learning: The effects of the teaching/learning environment. Learning and Instruction, 16(4), 279-294. https://doi.org/10.1016/j.learninstruc.2006.07.001
  • Tierney, R.D. (2006). Changing practices: Influences on classroom assessment. Assessment in Education, 13, 239-264. DOI: 10.1080/09695940601035387
  • Tuncer, M. & Geçim, E. (2019). Sınıf öğretmenlerinin ölçme ve değerlendirme becerileri yeterlik algılarının çeşitli değişkenlere göre değerlendirilmesi. Türk Eğitim Bilimleri Dergisi, 7(12), 17-38.
  • Uchiyama, M.K. (2004). Teachers’ use of formative assessment in middle school reform-based mathematics classrooms. Digital Dissertations [Published doctoral dissertation], University of Colorado (UMI No. Aat 3123299).
  • Volante, L. & Fazio, X. (2007). Exploring teacher candidates’ assessment literacy: ımplications for teacher education reform and professional development. Canadian Journal of Education, 30, 749-770. DOI: 10.2307/20466661
  • Yaşar, M. (2014). Öğretmen adaylarının “Eğitimde ölçme ve değerlendirme” dersine yönelik tutumlarının bazı değişkenler açısından incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 64-83.
  • Yaşar Kılıç, M. (2020). Lise öğretmenlerinin ölçme ve değerlendirmeye yönelik öz-yeterliliklerinin incelenmesi. Bayburt Eğitim Fakültesi Dergisi, 15(30), 307-328. DOI: 10.35675/befdergi.683160
  • Yıldırım, F. & Karakoç Öztürk, B. (2009). Türkçe dersi öğretim programının ölçme değerlendirme öğesi hakkında öğretmen görüşleri. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(37), 92-108.
  • Zhang, Z. & Burry-Stock, J.A. (2003). Classroom assessment practices and teachers’ self- perceived assessment skills. Applied Measurement in Education, 16(4), 323-342.
  • Quilter, S.M. & Gallini, J.K. (2000). Teachers’ assessment literacy and attitudes. The Teacher Educator, 36(2), 115-131. https://doi.org/10.1080/08878730009555257
  • Wang, T.H., Wang, K.H., & Huang, S.C. (2008). Designing a web-based assessment environment for improving pre-service teacher assessment literacy. Computers & Education, 51(1), 448–462. doi:10.1016/j.compedu.2007.06.010
  • Wang, J.R., Kao, H.L. & Lin, S.W. (2010). Preservice teachers’ initial conceptions about assessment of science learning: The coherence with their views of learning science.
  • Wolfe, E.W., Viger, S.G., Jarvinen, D.W. & Linksman, J. (2007). Validation of scores from a measure of teachers' efficacy toward standards-aligned classroom assessment. Educational and Psychological Measurement, 67(3), 460-474. DOI: 10.1177/0013164406292091
Toplam 95 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitimde ve Psikolojide Ölçme Teorileri ve Uygulamaları
Bölüm Araştırma Makalesi
Yazarlar

Rahime Şentürk 0000-0003-3426-3629

Yayımlanma Tarihi 26 Aralık 2023
Yayımlandığı Sayı Yıl 2023Cilt: 12 Sayı: 4

Kaynak Göster

APA Şentürk, R. (2023). Öğretmen Adaylarının Sınıf İçi Değerlendirmeye Yönelik Özyeterlik Algılarının Bazı Değişkenler Açısından İncelenmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 12(4), 828-848. https://doi.org/10.30703/cije.1242288
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e-ISSN: 2147-1606

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