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Journals / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2016 / Cilt: 10 - Sayı: 1

Fen Bilgisi Öğretmen Adaylarının Sınıf İçi ÖlçmeDeğerlendirme Algıları

Prospective Science Teachers' Perceptions of Classroom Assessment

KEMAL İZCİ
METİN ŞARDAĞ
Pages
439–471
DOI
—
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⚡ TL;DR(Too Long; Didn't Read)

The results showed that most of the participants perceived assessment as a way to make students accountable; to check schools and teachers for their responsibilities and to support instruction.

📌 3 Key Takeaways

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Objective & Hypothesis:This study aims to illustrate preservice science teachers' perceptions of classroom assessment and to discuss their alignment with our modern understanding of assessment, which aims to support learning.
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Key Findings & Data:This research was conducted among 262 teachers.
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Conclusion & Impact:The results showed that most of the participants perceived assessment as a way to make students accountable; to check schools and teachers for their responsibilities and to support instruction.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study aims to illustrate preservice science teachers' perceptions of classroom assessment and to discuss their alignment with our modern understanding of assessment, which aims to support learning. Mixed method design, both quantitative and qualitative methods, was employed. In order to achieve these aims, two instrumentations were used: quantitative data was collected by 'The Teachers' Perceptions of Assessment Scale' and qualitative data was collected by semi-structured interview. This research was conducted among 262 teachers. The quantitative data collected was analyzed with Confirmatory Factor Analysis, Independent Samples t Test, and One Way Anova. Content analysis was also employed for qualitative data collected from 18 participants. The results showed that most of the participants perceived assessment as a way to make students accountable; to check schools and teachers for their responsibilities and to support instruction. Instead, some participants perceived it as an unnecessary activity

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Cite This Article

İZCİ, K., ŞARDAĞ, M. (2016). Fen Bilgisi Öğretmen Adaylarının Sınıf İçi ÖlçmeDeğerlendirme Algıları. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 10 - Sayı: 1, 439–471. https://ajindex.com/articles/291065

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References (12)

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