Self-efficiency of Primary School Teachers Related to the Alternative Testing and Assessment Tools
Journal Name:
- Amasya Üniversitesi Eğitim Fakültesi Dergisi
Keywords (Original Language):
| Author Name | University of Author |
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Abstract (2. Language):
Problem Statement: In this study, the self sufficiency and the frequency of the use of the level of information
are determined about classroom teachers’ alternative assessment and evaluation techniques and a variety of
variables are examined.
Purpose of the Study:This study has been done to identity the opinions ofclassroom teachers about the change
of self sufficiency, gender in graduate school, and personal experience. Alternative evaluation techniques were
made in order to determine the level of knowledge and the frequency of using these techniques.
Method(s): In this study ‘the survey research model’ from descriptive research is used. The study is conducted
with 117 classroom teachers who teach in primary schools in the province of Amasya in the 2011-2012 academic
years. In this study, a survey form prepared by Okur (2008) was used. The data are analyzed by using SPSS 15
programme. The analyses of data are benefited from independent t-test and ANOVA.
Findings and Discussions: When the teachers’ level of information is examined, they feel themselves sufficient
in some techniques. Especially, teachers see themselves adequate in ‘performance evaluation’, ‘project’, and
‘drama’. While teachers see themselves partially techniques in portfolio and group assessment techniques they
are not also sufficient enough in grid and branched tree. It is clear that classroom teachers have a lack of
information about alternative assessment and evaluation techniques. When the opinion of classroom teachers
participating in the study are examined, female teachers’ self sufficiency of the alternative measurement and
assessment techniques are higher than males. In this study there was no significant difference in classroom
teachers in terms of graduate schools and Professional experiences.
Conclusions and Recommendations: As a result of these techniques, it is seen that female teachers have a
more positive opinion than male teachers. Also, using these techniques are not related to the Professional
experience and the type of school.Teachers prefer the performance evaluation Project drama and a concept map
from alternative evaluation techniques. It is seen that grid and branched tree was the least known techniques.
Therefore they are not used much. This situation shows that the constructivist approach placed in the 2004
programme is not understood by the teachers. According to studies’ conclusions, service training can be given to
the teachers to use the alternative measurementand evaluation techniques more effectively. Scales of assessment
and evaluation techniques should be prepared for the teachers. Pre-teachers in faculties of education should be
given the knowledge and the skills in alternative evaluation techniques. In the number of scientific studies
research should be increased and the problematic parts of the program should be corrected.
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Abstract (Original Language):
Bu araştırmasınıföğretmenlerinin alternatif ölçme değerlendirme konusunda yeterliklerini belirlemek ve
farklı değişkenler açısından değerlendirmek amacıyla yapılmıştır. Çalışma 2011- 2012eğitim-öğretimyılında
Amasya ili Suluova ilçesi merkez ilköğretim okullarında çalışan 117sınıföğretmeni ile gerçekleştirilmiştir.
Çalışmada veriler Okur (2008) tarafından geliştirilen alternatif ölçme değerlendirme araçları öz yeterlilik anketi
ile toplanmıştır. Gerçekleştirilen analiz sonuçlarına göreöğretmenlerin alternatif ölçme değerlendirme
araçlarının geliştirilmesi ve kullanımı hakkındaki görüşlerinin cinsiyete bağlı olarak farklılık gösterdiği, mezun
olunan okula ve hizmetyılına göre farklılık göstermediği tespit edilmiştir. Bu bulgular doğrultusunda çalışmanın
sonucunda bazı önerilerde bulunulmuştur.
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