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OKUMA ÇALIŞMALARINDA TANILAMA VE YÖNLENDİRME: PROGRAM-TABANLI ÖLÇMENİN UYGULAMASI

DIAGNOSIS AND GUIDANCE IN READING STUDIES: APPLICATION OF CURRICULUM-BASED MEASUREMENT

Journal Name:

  • Eğitim ve Öğretim Araştırmaları Dergisi

Publication Year:

  • 2013

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The present study aims to introduce Curriculum-Based Measurement (CBM) with sample practices. Different views on CBM are presented in light of the literature and CBM is compared and contrasted with Curriculum-Based Assessment (CBA) and other measurement operations. In addition, the present research gives information on the fields where basic measurement operations are performed through CBM, which has been used for about 30 years and whose validity and reliability have been verified in the meantime. The basic criteria for application of CBM and explanations as to the how to perform these are presented together with sample texts in course books. The samples and assessment criteria include reading rate, reading accuracy and comprehension studies. In the final section, CBM's superiorities and weaknesses are discussed in relation to other findings in the literature and recommendations for practitioners are presented.
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Abstract (Original Language): 
Bu çalışma ile Program-Tabanlı Ölçmenin (PTÖ) uygulama örnekleri ile açıklanarak tanıtılması amaçlanmaktadır. PTÖ’nin kuramsal yapısı hakkındaki farklı görüşler literatür ışığında sunulmuş ve Program-Tabanlı Değerlendirme (PTD) ile diğer ölçme işlemlerinden farklı ve benzer yönleri karşılaştırılarak verilmiştir. Yaklaşık 30 yıla yakın bir süredir kullanılan ve geçen zaman içerisinde geçerliği ve güvenirliği ispatlanan Program-Tabanlı ölçme ile yürütülen temel ölçme işlemlerinin kullanıldığı alanlar ve nitelikleri hakkında bilgi verilmiştir. PTÖ’nin uygulamasında kullanılan temel ölçütler ve nasıl yapılacağına ilişkin açıklamalar belirtilerek ders kitaplarındaki örnek metinlerle birlikte sunulmuştur. Örnekler ve değerlendirme ölçütleri okuma hızı, doğru okuma ve anlama çalışmalarını kapsamaktadır. Son kısımda, PTÖ’nin üstünlükleri ve zayıf yönleri ortaya konarak literatürdeki diğer bulgular ışığında tartışılmış ve uygulayıcılara önerilerde bulunulmuştur.
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  • 1
264-273
  • Turkish

REFERENCES

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Eğitim ve Öğretim Araştırmaları Dergisi
Journal of Research in Education and Teaching
Şubat 2013 Cilt:2 Sayı:1 Makale No:28 ISSN: 2146-9199
273
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