Değerlendirme ve not verme

Demir, Safiye Bilican

doi:10.14527/9786055885168.07

Cited by 2 publications

(2 citation statements)

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“…Item difficulty of 0.50 and around item discrimination of 0.30 and above is reasonable in a test (Güler, 2018). In cases where item discrimination is below 0.20, practitioners should remove the item from the test and correct the ones above this value (Atılgan, 2018). Therefore, we removed seven items with item discrimination below 0.20 from the test, corrected four items with a corresponding value between 0.23 and 0.28, and included them in the test.…”

Section: Quantitative Data Collectionmentioning

confidence: 99%

A Program Evaluation Study for Measurement and Evaluation Course in Distance Education

Akıncı,

Köse

2024

Kuramsal Eğitimbilim

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This study aims to evaluate the online measurement and evaluation course in teacher training programs during the COVID-19 process. In the study, we sought answers to two primary research questions: What are the opinions of teachers and school administrators regarding their measurement and evaluation competencies? Does the online "measurement and evaluation" course have the qualities of an effective program in the "antecedents, transactions, and outcomes" dimension? We structured the research into two phases within a multistage evaluation design framework. The findings show that there were problems and positive aspects in all dimensions of the program. For example, adapting teacher training programs developed before COVID-19 to distance education processes was challenging. In distance education, some practices contradict the modern teaching and assessment approach. Such problems were reflected in teachers' acquisition of measurement and evaluation competencies. The achievement test we applied to the observed groups also confirmed these findings. For this reason, responsible organizations should not ignore the fact that we cannot renounce distance education. During program development, they should reconsider how the teachers will acquire measurement and evaluation competencies and how we will measure and evaluate in distance education.

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Section: Quantitative Data Collectionmentioning

confidence: 99%

A Program Evaluation Study for Measurement and Evaluation Course in Distance Education

Akıncı,

Köse

2024

Kuramsal Eğitimbilim

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“…The success of education depends on the efficiency of this process. Measurement and evaluation, which is an important element of education, is very important in determining where students are in terms of developments in line with the specific objectives of the course (Özçelik, 2010) and in determining whether students have gained the expected characteristics of education in the process (Atılgan, 2011) because measurement and evaluation ensure that the decisions made about students' success, guidance, effectiveness of programs, and the teaching process are accurate (Yaşar, 2008). Additionally, accurate assessment and evaluation help teachers make informed instructional decisions and provide targeted support in a timely manner (Black & Wiliam, 1998b;Perrenoud 1998;Ramaprasad, 1983;Sadler, 1989).…”

Section: Introductionmentioning

confidence: 99%

Opinions of Mathematics Teachers on Measurement and Evaluation

PEKER,

ACAR

2024

akef

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The purpose of this study is to examine the opinions of mathematics teachers comprehensively about measurement and evaluation. The study was conducted as a case study. The study group consists of 15 volunteer mathematics teachers working in schools in various regions of Turkey in the 2021–2022 academic year. A semi-structured interview method was used to collect research data, and a content analysis technique was used to analyze the data. The results of the study showed that mathematics teachers do not have enough information about the purposes of measurement and evaluation, and they generally think product-oriented. It was determined that teachers mostly use multiple-choice and open-ended questions in written exams and they care most about in-class participation and homework while giving performance grades. Also, it was concluded that the teachers paid attention to one or a few issues in the evaluation of the project assignments and could not complete the evaluation. It was determined that mathematics teachers used traditional measurement and evaluation techniques and did not have adequate knowledge about alternative measurement and evaluation techniques. Based on the results obtained of the study, various suggestions were made to implementers and researchers.

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Değerlendirme ve not verme

Cited by 2 publications

References 0 publications

A Program Evaluation Study for Measurement and Evaluation Course in Distance Education

A Program Evaluation Study for Measurement and Evaluation Course in Distance Education

Opinions of Mathematics Teachers on Measurement and Evaluation

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