Publication: İlköğretim sınıf öğretmenlerinin 2005 öğretim programı ekseninde ölçme ve değerlendirme alanındaki yeterlilik ve görüşlerinin incelenmesi
Abstract
İLKÖĞRETİM SINIF ÖĞRETMENLERİNİN 2005 ÖĞRETİM EKSENİNDE ÖLÇME VE DEĞERLENDİRME ALANINDAKİ YETERLİLİK VE GÖRÜŞLERİNİN İNCELENMESİ Bu araştırmada ilköğretim sınıf öğretmenlerinin ölçme değerlendirme alanındaki yeterliliklerinin, görüşlerinin, uygulamalarının ve uygulamada karşılaşılan aksaklıkların tespit edilmesi amaçlanmıştır. Yeterliliklerinin belirlenmesinde lisans döneminde alan dersi alıp almama ve hizmetiçi eğitim vb yollarla kendilerini geliştirme durumlarına bakılmıştır. Buna dayalı olarak ‘’ilköğretim sınıf öğretmenlerinin ölçme ve değerlendirme görüşleri, uygulamaları, karşılaştıkları sorunlar ve çözüm önerileri nelerdir?’’ sorusuna cevap aranmıştır. Araştırma ‘’Tarama Modeli’’ şeklinde yapılmıştır. Çalışmada ilköğretim 1. kademe sınıf öğretmenlerinin ölçme ve değerlendirme ile ilgili yeterlilik ve görüşleri hiçbir değişikliğe uğratılmadan olduğu gibi betimlenmiştir. Araştırmanın çalışma evreni İstanbul ili Avrupa yakasındaki sınıf öğretmenleridir. Bu doğrultuda 2008- 2009 Eğitim- Öğretim Yılı içerisinde; farklı sosyo- ekonomik düzeylere sahip 3 ilçeden (Esenler, Güngören, Bahçelievler) 16 okulda, araştırmanın örneklemini oluşturan toplam 309 ilköğretim sınıf öğretmenine anket uygulanmıştır. Geliştirilen ölçme aracı 3 bölümlüdür: 1. Bölüm öğretmenlerin kişisel-mesleki bilgilerini ve alanla ilgili yeterliliklerini ölçen anket sorularından; 2. bölüm, 2005 mevzuat dahilinde öğretmenlerin alana dair tutumlarını ve uygulamaya ilişkin algılarını ölçen 2 adet ölçekten; 3. bölüm ise uygulamadaki problemler ve öğretmenlerin çözüm önerilerini belirlemek üzere açık uçlu bir sorudan oluşmaktadır. Verilerin çözümlenmesinde SPSS 16. paket programından faydalanılmıştır. Araştırma sonuçlarını şöyle özetlemek mümkündür: Öğretmenlerin alanla ilgili yeterlilikleri: Ölçme değerlendirme dersi alma oranı oldukça yüksek bulunmuştur. Dersi alanlar diğer bölüm mezunlarına göre ağırlıklı olarak sınıf öğretmenliği mezunu öğretmenlerdir. Dersi alanların yaş ortalaması almayanlara göre düşüktür. Bu da son yıllarda derse verilen önemin arttığını düşündürmektedir. Üniversitede alınan alan dersini yeterli bulmama oranı bir hayli yüksektir. Öğretmenler üniversitelerde alanla ilgili eğitimin teorik düzeyde kaldığını, pratik eğitime daha çok yer verilmesi gerektiğini savunmuşlardır. Öğretmenlerin büyük bölümü 2005 sonrası öğretim programının ölçme- değerlendirme boyutunu; hizmetiçi eğitimler, kılavuz kitaplar vb. yoluyla incelemiştir. Programın getirdiği değişimler, yenilikler takip edilmiştir. Bununla birlikte düşük sosyo- ekonomik çevrede ilgili boyutun incelenme sıklığının düştüğü görülmüştür. Yaş ortalaması ve kıdem yılı yükseldikçe ise incelenme sıklığı artmaktadır. Öğretmenlerin alanla ilgili görüşleri: Katılımcılar yüksek oranda uygulamadaki enmekte ve olumlu bulmaktadır. Kadınların bu konudaki olumlu tutumu erkeklere göre daha yüksektir. Okullarındaki çalışmalarda ölçme- değerlendirme kurallarına uygunluk sorusuna en yüksek oranda ‘’zaman zaman’’ yanıtı verildiği görülmüştür. Öğretmenlerin konuyla ilgili diğer görüşleri karşılaşılaşılan sorunlar ve çözüm önerileri başlığı altında yer almaktadır. Ölçme- değerlendirme ile ilgili karşılaşılan sorunlar ve çözüm önerileri: Uygulamada karşılaşılan sorunlar dört başlık altında toplanmıştır: 1. Fiziksel ortamla ilgili sorunlar 2. Sosyo- ekonomik çevre boyutu ve veli profili ile ilgili sorunlar 3. Programın ölçme- değerlendirme boyutuyla ilgili sorunlar 4. Programın doğrudan kendisiyle ilgili sorunlar Genel olarak bakıldığında en sık değinilen sorunlar sınıf mevcutlarının fazlalığı, zaman yetersizliği ile ölçme- değerlendirmenin çok yönlü ve karmaşık bulunması; çözüm önerileri ise mevcutların düşürülmesi, ölçme- değerlendirme çalışmalarının sadeleştirilmesi, öğretmen ve veli bilinçlenmesinin artırılması olarak özetlenebilir.
THE STUDY OF PRIMARY SCHOOL TEACHERS’ PROFICIENCY AND OPINIONS IN THE AREA OF MEASUREMENT AND ASSESSMENT IN THE AXIS OF 2005 CURRICULUM PROGRAM In this study it is aimed to determine primary school teachers’ proficiency, opinions, applications and the problems in application in the area of measurement and assessment. While determining their proficiency, their condition of self-improvement is considered by looking over if they have attended field courses at the university or had in-service education. Accordingly, the answer for the question “What are the primary school teachers’ opinions and applications on measurement and assessment, problems they face and suggestions for solution?” is inquired throughout this study. The research has been done as a Scanning Model. In the study, first level primary school teachers’ proficiency and opinions in the area of measurement and assessment have been portrayed directly without any change. The study environment of the research is the primary school teachers at the European Side of Istanbul and in 2008-2009 academic year a questionnaire has been applied to primary school teachers, who has formed the samples of this research. This questionnaire has been applied to totally 309 primary school teachers from 19 schools from 3 districts of Istanbul (Esenler, Güngören, Bahçelievler) with different socio-economic backgrounds. The measurement instrument that has been developed consists of 3 parts: 1st Part consists of questionnaire inquiries that evaluate the personal and occupational knowledge and proficiency; 2nd Part consists of two scales that assess teachers’ opinions and applications about the area within the 2005 Program and Regulations and 3rd Part consists of an open ended question to determine the problems that teachers face in application and their suggestions for solution. SPSS 16 packet program has been used for data analysis. The results of the research can be summarized: Teachers’ Proficiency in the Area: The rate of teachers that had taken Measurement and Assessment course is high. The ones that had taken Measurement and Assessment course are mostly graduated from Primary School Education departments. Average age of the ones that had taken Measurement and Assessment course is lower than the ones that hadn’t taken. Therefore, it is thought that the importance given to Measurement and Assessment course has been increased in the last years. The proportion of the ones that detect the field courses taken at the university insufficient is high. Teachers had argued that their field education at the university was theoretical and there has to be more space for practical education. Most of the teachers has studied measurement and assessment dimension of the educational program after 2005 via in-service education, guide books, etc. Changes and innovations that are brought by the program had been followed. Moreover, in the environment with lower socio-economic conditions, the frequency of this dimension’s study decreased. The frequency of study is increased with the increase of average age and seniority year. Teachers’ opinions on the area: Participants like the program in practice and they give positive opinion about the program at a high proportion. Women’s rate of positive opinion is higher than the men’s. In the studies at the schools, “Sometimes” answer had been given at the highest rate to the question on conformity of measurement and assessment rules. The rest of the teachers’ opinions on the subject had been given under the title “The Problems that Teachers Face and Suggestions for Solution.” Problems that are faced about Measurement and Assessment and Suggestions for Solution: Problems in the pratıc have collected under four title: 1. Problems about physical environment 2. Problems related to socio-economic environment and parental profile 3. Problems about program’s measurement and assessment dimension 4. Problems that are directly related to program. To sum up, generally, the most frequently mentioned problems are: The vast number of students attending in a class, inadequate time, besides, measurement and assessment found to be multi-dimensional and complicated. Suggestions for solution are: Reducing the number of the students attending in a class, simplifying the work of measurement and assessment and increasing the consciousness of teachers and parents.
THE STUDY OF PRIMARY SCHOOL TEACHERS’ PROFICIENCY AND OPINIONS IN THE AREA OF MEASUREMENT AND ASSESSMENT IN THE AXIS OF 2005 CURRICULUM PROGRAM In this study it is aimed to determine primary school teachers’ proficiency, opinions, applications and the problems in application in the area of measurement and assessment. While determining their proficiency, their condition of self-improvement is considered by looking over if they have attended field courses at the university or had in-service education. Accordingly, the answer for the question “What are the primary school teachers’ opinions and applications on measurement and assessment, problems they face and suggestions for solution?” is inquired throughout this study. The research has been done as a Scanning Model. In the study, first level primary school teachers’ proficiency and opinions in the area of measurement and assessment have been portrayed directly without any change. The study environment of the research is the primary school teachers at the European Side of Istanbul and in 2008-2009 academic year a questionnaire has been applied to primary school teachers, who has formed the samples of this research. This questionnaire has been applied to totally 309 primary school teachers from 19 schools from 3 districts of Istanbul (Esenler, Güngören, Bahçelievler) with different socio-economic backgrounds. The measurement instrument that has been developed consists of 3 parts: 1st Part consists of questionnaire inquiries that evaluate the personal and occupational knowledge and proficiency; 2nd Part consists of two scales that assess teachers’ opinions and applications about the area within the 2005 Program and Regulations and 3rd Part consists of an open ended question to determine the problems that teachers face in application and their suggestions for solution. SPSS 16 packet program has been used for data analysis. The results of the research can be summarized: Teachers’ Proficiency in the Area: The rate of teachers that had taken Measurement and Assessment course is high. The ones that had taken Measurement and Assessment course are mostly graduated from Primary School Education departments. Average age of the ones that had taken Measurement and Assessment course is lower than the ones that hadn’t taken. Therefore, it is thought that the importance given to Measurement and Assessment course has been increased in the last years. The proportion of the ones that detect the field courses taken at the university insufficient is high. Teachers had argued that their field education at the university was theoretical and there has to be more space for practical education. Most of the teachers has studied measurement and assessment dimension of the educational program after 2005 via in-service education, guide books, etc. Changes and innovations that are brought by the program had been followed. Moreover, in the environment with lower socio-economic conditions, the frequency of this dimension’s study decreased. The frequency of study is increased with the increase of average age and seniority year. Teachers’ opinions on the area: Participants like the program in practice and they give positive opinion about the program at a high proportion. Women’s rate of positive opinion is higher than the men’s. In the studies at the schools, “Sometimes” answer had been given at the highest rate to the question on conformity of measurement and assessment rules. The rest of the teachers’ opinions on the subject had been given under the title “The Problems that Teachers Face and Suggestions for Solution.” Problems that are faced about Measurement and Assessment and Suggestions for Solution: Problems in the pratıc have collected under four title: 1. Problems about physical environment 2. Problems related to socio-economic environment and parental profile 3. Problems about program’s measurement and assessment dimension 4. Problems that are directly related to program. To sum up, generally, the most frequently mentioned problems are: The vast number of students attending in a class, inadequate time, besides, measurement and assessment found to be multi-dimensional and complicated. Suggestions for solution are: Reducing the number of the students attending in a class, simplifying the work of measurement and assessment and increasing the consciousness of teachers and parents.