Publication: Exploring Primary School Teachers' Competencies of Alternative Assessment and Evaluation
Abstract
Bu araştırmada, sınıf öğretmenlerinin alternatif ölçme ve değerlendirme yeterliklerini belirlemek amacıyla öğretmenlerin alternatif ölçme ve değerlendirme teknikleri ile ilgili öz yeterlik algıları ve sınıf içinde bu teknikleri kullanma durumları MEB tarafından belirlenen yeterlik performans göstergeleri çerçevesinde incelenmiştir. Nitel araştırma desenlerinden durum çalışmasının kullanıldığı araştırmada amaçlı örnekleme yöntemlerinden ölçüt örnekleme tekniği ile belirlenen 9 katılımcıdan veriler toplanmıştır. İstanbul ilinde 3 farklı okulda sınıf öğretmeni olarak görev yapan 9 katılımcı ile birebir görüşmeler yapılmış ve sınıflarında sınıf içi gözlemler gerçekleştirilmiştir. Sonuç olarak; sınıf öğretmenlerinin en fazla performans değerlendirme, portfolyo, proje ve öz değerlendirme tekniklerini uyguladıkları, uygulanan tekniklerin performans göstergelerinde en sık geri bildirimde bulunmanın olduğu, MEB'in belirlemiş olduğu yeterlik alanında 24 performans göstergesinden ortalama 13.4'ünün uygulandığı ve sınıf öğretmenlerinin alternatif ölçme ve değerlendirmede yetersiz oldukları belirlenmiştir.
Primary school teachers'competencies and self-efficacy beliefs of alternative assessment techniques were investigated and conditions in which they utilize such techniquesin the classroom wereexplored withinthe framework of performance indicators set by the Ministry of National Education (MEB).Nine participants from three different schools in İstanbul participated in this qualitative case study. Purposeful sampling method was used in determining the participants. Data was collected through semi-structured interviews with participants andthroughclassroom observations. Findings suggestedthat primary school teachers employedperformance evaluation, portfolio, project and self-assessment techniquesin their teaching practices. Among performance indicators providing feedback was significantly obvious than others. Twenty four (24)performance indicators of competence, identified and described by Ministry of Education,and analysis of classroom obsevations showed that participants' avarege score of performance competence was 13.4. In conclusion, primary school teachersneed support not only in understanding of alternative assessment and evaluation, but also in how to incorporate these practices into their teaching.
Primary school teachers'competencies and self-efficacy beliefs of alternative assessment techniques were investigated and conditions in which they utilize such techniquesin the classroom wereexplored withinthe framework of performance indicators set by the Ministry of National Education (MEB).Nine participants from three different schools in İstanbul participated in this qualitative case study. Purposeful sampling method was used in determining the participants. Data was collected through semi-structured interviews with participants andthroughclassroom observations. Findings suggestedthat primary school teachers employedperformance evaluation, portfolio, project and self-assessment techniquesin their teaching practices. Among performance indicators providing feedback was significantly obvious than others. Twenty four (24)performance indicators of competence, identified and described by Ministry of Education,and analysis of classroom obsevations showed that participants' avarege score of performance competence was 13.4. In conclusion, primary school teachersneed support not only in understanding of alternative assessment and evaluation, but also in how to incorporate these practices into their teaching.