AI Summary & Key Takeaways
AI InsightThe studies of Güven and Eskitürk(2007) and Pullu (2008) indicate that teachers may not know these alternative methods and mayhave some problems in the process of preparing, implementing or scoring and therefore, theydon t prefer to use them.When the assessment-evaluation methods the class teachers use are examined according to thethinking styles it has been found out that multiple choice, g
📌 3 Key Takeaways
Abstract
The aim of this study is to examine elementary class teachers' thinking styles, assessment andevaluation methods they use and to determine the correlation between these methods andthinking styles. The study has been conducted in 2012-2013 academic year on 375 class teacherswho work in Amasya. The correlational survey method was used in this study. The data havebeen collected with Thinking Styles Scale which was developed by Stanberg-Wagner (1992) andwhose validity and reliability studies were conducted by BuluĢ (2006) and personal data formand assessment-evaluation methods inventory which developed by researchers. The resultsgathered from the thinking styles scale indicate that the class teachers get the highest scoresfrom executive, legislative and hierarchic thinking styles, and they get the lowest scores fromconservative, global and local thinking styles. A significant difference has not been detected inthinking styles in terms of gender, seniority and branch. Moreover, the class teachers tend touse multiple-choice, short-answer, open ended and gap filling questions. The ones at least ornever used were identified as being diary, structured grid and diagnostic branched tree. Whilethere is not any significant relation between these assessment -evaluation methods and liberaland conservative thinking styles, there is meaningful relation between other thinking styles andvarious assessment evaluation methods. Extended Abstract: Having their own qualities in daily life, people may also have their ownthinking forms in the act of thinking, so the concept of "thinking style" has emerged. Thinkingstyle is the preferred form of thinking and the manner of the use of abilities we have. There aremany researches related to "Thinking Style" concept in the literature and thinking style areexplained in "Cognitive Experiential Self Theory" of Epstein and Myer-Briggs ―ThinkingManner Classification Theory", "Intellectual Autonomy Theory" of Stenberg."Intellectual Autonomy Theory" is a comprehensive and multi-dimensional model thatexpresses the thinking styles of the individuals and includes other styles. The theory consists of13 thinking styles under the category names of Functions, Manners, Levels, the Scope andTrends. Functions include Execution, Jurisdiction, and Legislation. Under the categoryManners, four subcategories exist namely; Hierarchic, Oligarchic, Monarchic, and Anarchic. Thethird category Levels includes Global and Local subcategories, the fourth category Scope hasInternal and External subcategories, and finally the Trends category includes Liberal andConservative subcategories. According to this theory individuals have their own thinking stylesand these styles can change according to the time and they are shaped by the conditions. Peoplemay have not only one thinking style but may have several thinking styles. For example thestyles they use while studying and doing daily life affairs may differ. In short, people do nothave a certain style; they have a profile consisting of styles.Thinking styles which shape the daily routines of the individuals also have a striking role inindividuals educational lives. Knowing the thinking styles of the individuals will inevitablyincrease the effectiveness of the teaching process and if the teachers are aware of the thinkingstyles of both their student s and their own they can produce and plan the activitiesaccordingly. Knowledge and development of the thinking abilities may affect teachers' choice ofteaching and assessment-evaluation methods they use. Therefore, in this study, teachers' thinking styles, the assessment- evaluation methods they use and the relationship betweenthese two variables are investigated.This research is conducted in 2012-2013 academic year on 375 elementary class teachers whowork in Amasya. The correlational survey method is used. The data is gathered by using thethinking styles scale developed by Stenberg and Wagner (1992), whose validity and reliabilitystudies were conducted by BuluĢ (2006), personel data form and and an inventory developed bythe researcher for determining the assessment-evaluation methods.The data gathered by the thinking styles scale suggest that teachers get the highest scores from the hierarchic ( =26,82), execution( =26,00), and legislation ( =25,87) thinking styles and theyget lower scores from the conservative ( =17,54), local ( =20,28), and global ( =20,52)thinking styles. It has been revealed that teachers work in a plan, a certain order and a creativemanner, and in accordance with the rules, they avoid traditional understanding and they do notlike dealing with abstract and detailed works. It has been found out that teachers' thinkingstyles do not differ according to the gender (t373=-1,24; p>0.05). Teachers' thinking styles alsodon t differ according to their branches (t373=-0,665; p>0.05) and seniorities (F6-368=0,51;p=0,79>0,05). These findings support the literature.When we examine the assessment-evaluation methods that class teachers use, it is seen thatthey generally prefer to use multiple choice, short answer open ended and gap filling questions.These methods are traditional. This result is in parallel with the related literature. Among thealternative assessment- evaluation methods, structured grid, diagnostic branched tree, puzzleand interview have been found to be the less used methods. The studies of Güven and Eskitürk(2007) and Pullu (2008) indicate that teachers may not know these alternative methods and mayhave some problems in the process of preparing, implementing or scoring and therefore, theydon t prefer to use them.When the assessment-evaluation methods the class teachers use are examined according to thethinking styles it has been found out that multiple choice, g
Özet
Bu araştırmanın amacı sınıf öğretmenlerinin düşünme stillerini, kullandıkları ölçme-değerlendirmeyöntemlerini ve bu yöntemlerin düşünme stilleri ile ilişkisini incelemektir. Çalışma 2012-2013 akademikyılında Amasya‟da görev yapmakta olan 375 sınıf öğretmeniyle gerçekleştirilmiştir. Çalışmada ilişkiseltarama yöntemi kullanılmıştır. Veriler Stenberg-Wagner (1992) tarafından geliştirilen ve Türkçeyeuyarlaması geçerlik güvenirlik çalışması Buluş (2006) tarafından yapılan Düşünme Stilleri Envanteri,araştırmacılar tarafından hazırlanan kişisel bilgi formu ve Ölçme-Değerlendirme Yöntemleri anketi ile eldeedilmiştir. Sınıf öğretmenleri, düşünme stilleri envanterinden en yüksek puanları yasama, yürütme vehiyerarşik düşünme stillerinden; en düşük puanları ise muhafazakâr, global ve lokal düşünme stillerindenalmışlardır. Öğretmenlerin düşünme stilleri cinsiyet, mesleki kıdem ve mezuniyet branşına görefarklılaşmamaktadır. Sınıf öğretmenleri çoğunlukla çoktan seçmeli, kısa cevaplı açık uçlu ve boşlukdoldurmalı soruları kullanmaktadır. En az kullandıkları veya hiç kullanmadıkları ölçme-değerlendirmeyöntemleri ise günlük, yapılandırılmış grid ve tanılayıcı dallanmış ağaçtır. Liberal ve muhafazakâr düşünmestillerinin hiçbir ölçme-değerlendirme yöntemi ile anlamlı ilişkisi bulunmazken diğer düşünme stilleri ileçeşitli yöntemlerin kullanımı arasında anlamlı ilişki bulunmuştur.