Aydınlatıcı Program Değerlendirme Modeli

Özüdoğru, Fatma; Adıgüzel, Doç. Dr. Oktay Cem

doi:10.18037/ausbd.417424

Cited by 3 publications

(3 citation statements)

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“…For instance, Gredler (1996) examined curriculum evaluation models under two headings as utilitarian and intuitionist/pluralist. Utilitarian evaluation approach provides quantitative data that will be useful to decision-makers and focuses on large groups such as the school district or the entire school (Özüdoğru & Adıgüzel, 2016). Examples of utilitarian evaluation approach are Provus's Discrepancy Evaluation Model, CIPP Model, Stake's Congruence-Contingency Model, and Goal-Free Evaluation Model.…”

Section: Introductionmentioning

confidence: 99%

“…Instead, the evaluators seek to answer to the question, "How good is the curriculum?" and examine the content, order of content, learning experiences, and learning materials (Özüdoğru & Adıgüzel, 2016). This approach assumes that if the content of a curriculum is accurate and has a solid basis for its organization, students will effectively learn (Ornstein & Hunkins, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Hammond Değerlendirme Modeli

KARAGÖL

Adıgüzel

2022

ODÜSOBİAD

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Curriculum evaluation is a way to make judgments about the effectiveness of a curriculum. No matter how well the curricula are prepared, it is necessary to continuously evaluate the curricula in order to check whether they meet the needs of the society in which they are applied, and the evaluation results should be reflected in curriculum development studies. For this very reason, curriculum evaluation studies are of great importance. There are different curriculum evaluation models proposed in the literature, one of which is Hammond’s evaluation model which is among objectives-oriented evaluation approach that focuses on the extent to which educational goals are achieved in a curriculum. In this study, it is aimed to introduce Hammond’s evaluation model, which is one of the curriculum evaluation models but used in a limited number in the literature, thus contribute to the literature. Within this purpose, the conceptual framework of Hammond’s evaluation model was explained, and the strengths and weaknesses of the model were revealed. As a result, Hammond’s evaluation model can be used effectively in curriculum evaluation studies in which research areas require an in-depth examination, quantitative and qualitative data collection tools are used since it can be divided into smaller parts and adapted to the context. In addition, it is though that the use of Hammond’s evaluation model in the evaluation studies of newly developed curricula will provide a more comprehensive framework for curriculum development studies.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Hammond Değerlendirme Modeli

KARAGÖL

Adıgüzel

2022

ODÜSOBİAD

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“…Bu potansiyelin daha iyi kullanılabilmesi ve MAÖL programlarının geliştirilebilmesi için programların sistematik olarak değerlendirilmesi gerekmektedir. Değerlendirme, eğitim programının önemli ve devamlı bir yönünü meydana getirir ve bu süreçten elde edilen verilerle eğitim programının daha etkili hale getirilmesini sağlar (Özüdoğru ve Adıgüzel, 2016).…”

Section: Introductionunclassified

Mesleki Açık Öğretim Liseleri Programı'nın Hammond Program Değerlendirme Modeli Doğrultusunda Değerlendirilmesi

Küçükkayhan

Adıgüzel

2021

Anadolu Journal of Educational Sciences International

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In this research, it was aimed to evaluate the vocational open education high schools' programs in line with the Hammond Program Evaluation Model. Convergent parallel design, which is one of the mixed research designs, was used in this research. The participants of the research consist of teachers/managers working in vocational open education high schools and students studying in these high schools. The quantitative research participants consist of 86 teachers/administrators and 398 students. Qualitative participants consist of three teachers/administrators and nine students. In the study, quantitative data were collected through questionnaires, and qualitative data were collected through semi-structured individual interviews and researcher diaries. As a result of the study, the findings obtained in sub-dimensions of organizational dimension, content, method, and facilities, which is the basic dimension of the Hammond Program Evaluation Model, are presented. The findings revealed the necessity of micro and macro-level promotional activities and development works in order to make the opportunities offered by vocational open education more inclusive and to make the vocational open education system more attractive. In this context, regarding vocational open education; to develop the potential of vocational open education for disadvantaged groups, to determine well in which programs of departments the country needs labor force, to establish its own offices in the provinces, to increase the applied course hours, to cover the current developments in the field of the profession of courses and to provide information that will function professionally by configuring the course contents and updating their programs to meet the current and future needs of the labor markets, improving vocational guidance and consultancy services, informing students about distance education materials, taking necessary measures to increase the quality of internship training in enterprises, expanding employment areas of graduates are recommended.

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Evaluation of the 10th Grade Mathematics Curriculum Based on Teachers' Views

Uyar

Şan

Orhan-Karsak

2022

Yuzunci Yil Universitesi Egitim Fakultesi Dergisi

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Çalışmanın amacı 10. sınıf matematik dersi öğretim programının öğretmen görüşlerine göre değerlendirilmesidir. Çalışmada nitel araştırma desenlerinden durum çalışması deseni kullanılmıştır. Çalışmada 20 öğretmenle görüşmeler gerçekleştirilmiştir. Çalışmada araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu kullanılarak elde edilen veriler içerik analizine tabi tutulmuştur. Araştırmada öğretmenler öğretim programının; okulun imkânlarına uygun olduğunu, meslek edindirmeye katkı sağladığını, toplumun beklenti ve ihtiyaçlarını karşıladığını, uzaktan eğitime uygun olduğunu, programda yer alan birçok beceri ve değerleri kazandırdığını ifade etmiştir. Ayrıca öğretmenler; programdaki kazanım ve içeriğe yönelik güncellemelerin olumlu olduğunu, kazanımlara ayrılan sürelerin programda belirtilen süreler ile uyumsuz ve yetersiz olduğunu, öğretim programının uygulanmasında ders kitabı, içerik, okul, öğrenci, öğretmen ve politika kaynaklı sorunlar olduğunu belirtmiştir. Öğretmenler programın daha etkili uygulanabilmesi için bazı önerilerde bulunmuştur. Çalışma sonuçlarına göre program geliştiricilere ve program değerlendirme yapacak araştırmacılara yönelik önerilerde bulunulmuştur.

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Aydınlatıcı Program Değerlendirme Modeli

Cited by 3 publications

References 2 publications

Hammond Değerlendirme Modeli

Hammond Değerlendirme Modeli

Mesleki Açık Öğretim Liseleri Programı'nın Hammond Program Değerlendirme Modeli Doğrultusunda Değerlendirilmesi

Evaluation of the 10th Grade Mathematics Curriculum Based on Teachers' Views

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