Publication: İlköğretim sınıf öğretmenlerinin alternatif ölçme değerlendirme tekniklerini etkin kullanabilme yeterliliklerinin araştırılması
Abstract
Bu araştırmada İlköğretim Sınıf öğretmenlerinin alternatif ölçme değerlendirme tekniklerini etkin kullanabilme yeterlilikleri araştırılmıştır. Araştırma mevcut durumu tespit etmeyi amaçladığından, tarama modelinde gerçekleştirilmiştir. Nicel bir araştırmadır. Bu araştırmanın amacı, ilköğretim Sınıf öğretmenlerinin ölçme değerlendirme tekniklerini ne derece etkin kullandıklarını ve uygulama konusundaki görüşlerini belirlemek; bu görüşler arasında cinsiyet, mesleki kıdem, eğitim fakültesinden mezun olup olmama durumu, özel okul veya devlet okulunda görev yapma durumu, yeni nceleyip incelememe durumu, hangi şubeyi okuttuğu ve yeni programla birlikte gelen alternatif ölçme değerlendirme teknikleri ile ilgili hizmet içi eğitim alıp almama durumuna göre anlamlı farklar olup olmadığını tespit etmek ve ortaya çıkan sonuçlardan yararlanarak çözüm önerileri geliştirmektir. Araştırmanın uygulaması İstanbul ili, Üsküdar ilçesindeki Yıldırım Beyazıt İlköğretim Okulu ve Özel Eyüboğlu Koleji Çamlıca Kampüsü; Sancaktepe ilçesindeki Yenidoğan İlköğretim Okulu; Ümraniye ilçesindeki T.E.V. Zahide Zehra Garring İlköğretim Okulu; Üsküdar ilçesindeki Öğretmen Melahat Hüdai Gürbüz İlköğretim Okulu, Kadıköy ilçesindeki Özel Çevre Koleji olmak üzere 5 ilçedeki toplam beş devlet, iki özel okulda görev yapan sınıf öğretmenleri üzerinde gerçekleştirilmiştir. Araştırmaya 195 sınıf öğretmeni katılmıştır. Araştırmada veri toplama aracı olarak, araştırmacı tarafından geliştirilen ‘Bilgi Formu’ kullanılmıştır. İstatistiksel yanılmaların ve yanlış bilimsel vargıların önüne geçmek için, öğretmenlerin bilgileri ve bilgi formundaki sorulara verdikleri cevaplar birbirlerinden bağımsız bir şekilde yapılmıştır. Bu incelemeler sonucunda aşağıdaki bulgular elde edilmiştir: •İlköğretim sınıf öğretmenlerinin alternatif ölçme değerlendirme tekniklerini etkin kullanabilme yeterlilikleri cinsiyete göre farklılaşma saptanmamıştır. •İlköğretim sınıf öğretmenlerinin alternatif ölçme değerlendirme tekniklerini etkin kullanabilme yeterlilikleri eğitim fakültesinden mezun olup olmama durumuna göre farklılaşma saptanmamıştır. •İlköğretim sınıf öğretmenlerinin alternatif ölçme değerlendirme tekniklerini etkin kullanabilme yeterlilikleri özel okul-resmi okulda görev yapma durumuna göre farklılaşma saptanmıştır. •İlköğretim sınıf öğretmenlerinin alternatif ölçme değerlendirme tekniklerini etkin kullanabilme yeterlilikleri ile mesleki kıdem arasında anlamlı bir farklılaşma saptanmamıştır. •İlköğretim sınıf öğretmenlerinin alternatif ölçme değerlendirme tekniklerini etkin kullanabilme yeterlilikleri lisansüstü eğitim alınıp alınmama durumuna göre farklılaşma saptanmamıştır. •İlköğretim sınıf öğretmenlerinin alternatif ölçme değerlendirme tekniklerini etkin kullanabilme yeterlilikleri okuttukları sınıfa göre farklılaşma saptanmamıştır. •İlköğretim sınıf öğretmenlerinin alternatif ölçme değerlendirme tekniklerini etkin kullanabilme yeterlilikleri alternatif ölçme değerlendirme ile ilgili hizmet içi eğitim alıp almama durumuna göre farklılaşma saptanmıştır. Anahtar sözcükler: Alternatif Ölçme ve Değerlendirme, Alternatif Ölçme ve Değerlendirme Teknikleri, Kullanma Yeterliliği
In this study, we presented the current state of the use of alternative assessment and measurement methods by primary school teachers. As the aim in this study was to investigate, explore, and evaluate the current use of the alternative assessment and measurement methods, we performed the research related to this study based on the survey model and presented the evaluations of the study quantitatively. The focus of this study had its roots on the qualifications of primary school teachers in terms of the effective use of alternative assessment and measurements methods over the following disciplines: gender, age, types of University from which they graduated, types of school that they are currently working, the level of classroom that they are teaching, academic achievement, seniority level of teachers in terms of years, and the information on whether they are new to the alternative assessment methods or previously trained/ educated. Not only we quantified the qualitifacations of primary school teachers by those disciplines, but we also reported if there were statistically significant differences or relations among those disciplines. The study had been accomplished in the city of Istanbul, with a total of 195 primary school teachers joined from 5 state and 2 private schools named: Yıldırım Beyazıt İlköğretim Okulu and Özel Eyüboğlu Koleji Çamlıca Kampüsü (Üsküdar); Yenidoğan İlköğretim Okulu; Ümraniye ilçesindeki T.E.V. Zahide Zehra Garring İlköğretim Okulu (Sancaktepe); Öğretmen Melahat Hüdai Gürbüz İlköğretim Okulu (Üsküdar). A “personal information form” and a “survey” prepared by the researcher of this study (MSB) were given to each teacher to fill in. The information obtained from each teacher and the answers of the survey questions were blinded to all theachers to avoid any bias on statistical and scientific manner. As a result of this investigation, the following scientific evidences are reported: •There were no statistically significant differences found between gender and the qualifications of primary school teachers on the alternative assessment and measurement methods. •There were no statistically significant differences found between the type of the Universities from which primary school teachers graduated and the qualifications of primary school teachers on the alternative assessment and measurement methods. •There was a significant high correlation reported between the type of the school that primary school teachers are working and the qualifications of primary school teachers on the alternative assessment and measurement methods. •There were no statistically significant differences found between the seniority of primary school teachers and the qualifications of primary school teachers on the alternative assessment and measurement methods. •There were no statistically significant differences found between the academic achievements of primary school teachers and the qualifications of primary school teachers on the alternative assessment and measurement methods. •There were no statistically significant differences found between the level of classroom that primary school teachers are teaching and the qualifications of primary school teachers on the alternative assessment and measurement methods. •There was a significant high correlation reported between the information on whether teachers are previously trained/ educated or not and the qualifications of primary school teachers on the alternative assessment and measurement methods. Alternative Assessment and Measurements, Alternative Assessment and Measurements Methods, Investigation of Qualifications
In this study, we presented the current state of the use of alternative assessment and measurement methods by primary school teachers. As the aim in this study was to investigate, explore, and evaluate the current use of the alternative assessment and measurement methods, we performed the research related to this study based on the survey model and presented the evaluations of the study quantitatively. The focus of this study had its roots on the qualifications of primary school teachers in terms of the effective use of alternative assessment and measurements methods over the following disciplines: gender, age, types of University from which they graduated, types of school that they are currently working, the level of classroom that they are teaching, academic achievement, seniority level of teachers in terms of years, and the information on whether they are new to the alternative assessment methods or previously trained/ educated. Not only we quantified the qualitifacations of primary school teachers by those disciplines, but we also reported if there were statistically significant differences or relations among those disciplines. The study had been accomplished in the city of Istanbul, with a total of 195 primary school teachers joined from 5 state and 2 private schools named: Yıldırım Beyazıt İlköğretim Okulu and Özel Eyüboğlu Koleji Çamlıca Kampüsü (Üsküdar); Yenidoğan İlköğretim Okulu; Ümraniye ilçesindeki T.E.V. Zahide Zehra Garring İlköğretim Okulu (Sancaktepe); Öğretmen Melahat Hüdai Gürbüz İlköğretim Okulu (Üsküdar). A “personal information form” and a “survey” prepared by the researcher of this study (MSB) were given to each teacher to fill in. The information obtained from each teacher and the answers of the survey questions were blinded to all theachers to avoid any bias on statistical and scientific manner. As a result of this investigation, the following scientific evidences are reported: •There were no statistically significant differences found between gender and the qualifications of primary school teachers on the alternative assessment and measurement methods. •There were no statistically significant differences found between the type of the Universities from which primary school teachers graduated and the qualifications of primary school teachers on the alternative assessment and measurement methods. •There was a significant high correlation reported between the type of the school that primary school teachers are working and the qualifications of primary school teachers on the alternative assessment and measurement methods. •There were no statistically significant differences found between the seniority of primary school teachers and the qualifications of primary school teachers on the alternative assessment and measurement methods. •There were no statistically significant differences found between the academic achievements of primary school teachers and the qualifications of primary school teachers on the alternative assessment and measurement methods. •There were no statistically significant differences found between the level of classroom that primary school teachers are teaching and the qualifications of primary school teachers on the alternative assessment and measurement methods. •There was a significant high correlation reported between the information on whether teachers are previously trained/ educated or not and the qualifications of primary school teachers on the alternative assessment and measurement methods. Alternative Assessment and Measurements, Alternative Assessment and Measurements Methods, Investigation of Qualifications