Investigating Teacher Candidates' Beliefs about Standardized Testing

Kınay, İsmail; Ardiç, Tuncay

doi:10.13189/ujer.2017.051219

Cited by 6 publications

(11 citation statements)

References 20 publications

(23 reference statements)

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“…Through the descriptive statistical analysis, the calculation of the mean and std. Deviation confirmed "very high" and "high" responses out of 14 questions based on the mean Interval Score Interpretation proposed by Kinay and Ardıç (2017). It indicated that students positively perceive the use of thinking skills in English language classrooms.…”

supporting

confidence: 61%

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Analysis of Students Thinking Skills In English Language Classroom: Students’ Perceptions

Aeni

2022

japendi

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The advancement of education in the twenty-first century is now confronted with significant challenges. Accordingly, it is essential to train students to think critically. Moreover, thinking creatively and critically will have a significant impact on preparing future generations. This study was conducted as a result of observations revealed that students struggle with learning activities when teachers integrate the thinking skills process in the classroom. The purpose of this study is to examine students' perceptions of the integration of thinking skills theory in English language classroom. The research method applied in this study is quantitative. The data were collected by distributing the questionnaire to 30 students in grade 9 at the secondary school level. Through the descriptive statistical analysis, the calculation of the mean and std. Deviation confirmed “very high” and “high” responses out of 14 questions based on the mean Interval Score Interpretation proposed by Anggraeny, E., & Khongput, S. (2022). It indicated that students positively perceive the use of thinking skills in English language classrooms. This study concludes that integrating thinking skills in English language classroom could develop students’ critical thinking

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supporting

confidence: 61%

“…In order to interpret the students' viewpoint, the data were analyzed descriptively using mean and standard deviation. Therefore, this study used the interpretation of Kinay and Ardıç (2017) to interprete students' perceptions. Table 2 below illustrates the mean interval score interpretation.…”

Section: Resultsmentioning

confidence: 99%

Analysis of Students Thinking Skills In English Language Classroom: Students’ Perceptions

Aeni

2022

japendi

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“…In addition, Bay et all (2014) in their study found a significant difference between classroom teachers' beliefs and branch teachers' beliefs toward traditional learning approach. Kinay and Ardıç (2017) also have found a significant difference in prospective teachers' beliefs towards standard test in terms of department variable. Finally, Can and Arabacıoğlu (2009) found a significant difference in prospective teachers' epistemological beliefs in terms of department variable.…”

Section: Discussionmentioning

confidence: 72%

“…Alemdağ (2015) found that the epistemological beliefs of the prospective teachers enrolled in physical education department differ significantly in terms of grade variable. As for the study of Kinay and Ardıç (2017), they haven't found any significant difference in prospective teachers' beliefs toward standard tests in terms of grade variable.…”

Section: Discussionmentioning

confidence: 85%

“…When the literatüre investigated, the abundant researches on beliefs have been observed (Bayder & Bulut, 2002;Deryakulu & Büyüköztürk, 2005;Eren, 2006;Eren, 2009;Öztuna Kaplan & Macaroğlu Akgül, 2009;Can & Arabacıoğlu, 2009;Eren, 2010;Boz, Aydemir & Aydemir, 2011;Karabulut & Ulucan, 2012;Koçak, Ulusoy & Önen, 2012;Önen, 2012;Kaleci, 2013;Şahin & Karaman, 2013;Duru, 2014;Bay et all., 2014;ilhan, Çetin & Kinay, 2015;Nespor, 1987;Pajares, 1992;Kagan, 1992;Schommer, 1998;Tsai, 2002;Chan, 2004;Chan & Elliott, 2004;Woolley, Benjamin & Woolley, 2004;Luft & Roehrig, 2007;Mansour, 2009;Zheng, 2009;Sang, Valcke, Braak & Tondeur, 2009;Kinay & Karataş, 2017;Kinay & Han, 2017;Kinay & Ardıç, 2017;Kinay & Bağçeci, 2017). However among these studies no one has investigated the teachers' or prospective teachers' beliefs toward authentic assessment.…”

Section: Introductionmentioning

confidence: 99%

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Investigation of Prospective Teachers’ Beliefs Towards Authentic Assessment

Kınay

2018

WJE

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The aim of this study is to examine the prospective teachers’ beliefs toward authentic assessment in relation tovarious variables. The survey method has been used in this study and the sample of the study is comprised of 612prospective teachers 368 (60.1%) of whom are female and 244 (39.9%) of whom are male. The "AuthenticAssessment Belief Scale" (AABS) comprised of 17 items and 3 subscales and developed by the researcher has beenused as a data collection tool. As for the analysis of the data SPSS 20.0 package program has been preferred. Theprospective teachers’ beliefs toward the authentic assessment in terms of gender variable has been analyzed withindependent samples t-test and in terms of department and grade variables one way ANOVA has been used. 05degree of significance is used for the analysis. In case of observing significant differences LSD postdoc test has beenused to determine the source of difference and effect size has been calculated to determine the magnitude of thedifference. So as to determine the level of prospective teachers’ beliefs toward the authentic assessment, mean andstandard deviation values have been calculated. According to the findings of the study, the prospective teachers’beliefs toward the authentic assessment have been observed to be high. Moreover prospective teachers’ beliefs havebeen determined to differ significantly in terms of gender, grade and department variables.

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Implications of high-stakes testing on classroom practices in grades 3-5

O'Brien

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This AcCon Research study was made possible because of the support I received from so many people. From the boHom of my heart, thank you to everyone who encouraged and supported me along the way. Thank you, Dr. Shannon Alpert, for guiding me and answering my endless quesCons. Thank you, to my family, for your unwavering love and support. Arianna, thank you, for your incredible help along the way. I am so grateful to have a sister as smart as you by my side. Thank you to my colleagues, who encouraged me and cheered me on. And thank you, to teachers everywhere, for educaCng our children.It may be difficult, but, because of you, the world is a beHer place.

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Investigating Teacher Candidates' Beliefs about Standardized Testing

Cited by 6 publications

References 20 publications

Analysis of Students Thinking Skills In English Language Classroom: Students’ Perceptions

Analysis of Students Thinking Skills In English Language Classroom: Students’ Perceptions

Investigation of Prospective Teachers’ Beliefs Towards Authentic Assessment

Implications of high-stakes testing on classroom practices in grades 3-5

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