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ÖĞRETMENLERİN DEĞERLENDİRME OKUR-YAZARLIĞINI BELİRLEMEDE LOJİSTİK REGRESYON MODELİ

A LOGISTIC REGRESSION MODEL PREDICTING ASSESSMENT LITERACY AMONG IN-SERVICE TEACHERS

Journal Name:

  • Eğitimde Kuram ve Uygulama Dergisi

Publication Year:

  • 2011

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Classroom assessment research has repeatedly documented a concern about teachers' assessment literacy, which might threaten the assessment process of student learning. This study aimed at developing a model that could predict assessment literacy among in-service teachers. Variables considered in the investigation were attitude toward educational measurement, self-perceived confidence in educational measurement, in-service assessment training, gender, major, and years of teaching experience. Participants were 516 in-service teachers (259 males and 257 females) teaching middle school grades in Oman. They were selected from a random sample of 40 public schools at Muscat educational region in Oman. Logistic regression analyses revealed that attitude toward educational measurement, self-perceived confidence in educational measurement, in-service assessment training, and teaching experience were the only reliable predictors of assessment literacy. Implications for professional preparation in educational measurement as well as recommendations for future research are discussed.
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Abstract (Original Language): 
Sınıf içi değerlendirme araştırmaları, öğrencilerin öğrenme sürecinin değerlendirmesini tehdit eden bir konu olan öğretmenlerin değerlendirme okuryazarlığı ile ilgili endişeyi sürekli olarak belgelendirmişlerdir. Bu çalışma öğretmenlerin değerlendirme okuryazarlığını belirlemede bir model geliştirmeyi amaçlamıştır. Araştırmada ele alınan değişkenler, eğitimsel değerlendirmeye ilişkin tutum, eğitimsel değerlendirmeye ilişkin öz güven algısı, hizmet içi değerlendirme eğitimi, cinsiyet, branş, ve öğretmenlik tercümesidir. Araştırmaya Oman’da ortaokul düzeyinde öğretmenlik yapan 516 öğretmen (259 bay ve 257 bayan) katılmıştır. Bu öğretmenler Oman’daki Muscat eğitim bölgesinde yer alan 40 devlet okulunda rastgele örneklem yolu ile seçilmiştir. Lojistik regresyon analizleri sadece eğitimsel değerlendirmeye ilişkin tutumun, eğitimsel değerlendirmeye ilişkin öz güven algısın, hizmet içi değerlendirme eğitimin ve öğretmenlik tercümesinin değerlendirme okuryazarlığının tahmininde güvenilir öngörüler olduğunu ortaya koymuştur. Eğitimde ölçme ve değerlendirme için mesleki hazırlanmaya yönelik çıkarımlar ve gelecek çalışmalara yönelik öneriler tartışılmıştır.
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  • 2
280-291
  • English

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