Öğrencilerin Sınav Türü Tercihlerinin Çeşitli Değişkenler Açısından İncelenmesi

Kılıç, Zehra; Çetin, Sevda

doi:10.17051/ilkonline.2018.419353

Cited by 5 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition to demonstrating academic knowledge, public speaking in the classroom requires the student to possess social and communication skills, which prevent the appearance of fear of negative social evaluation and its possible negative repercussion on performance during the oral test (Laurin-Barantke et al, 2016). The math test is another very feared modality (Carey et al, 2017;Kiliç and Çetin, 2018); it is worth noting, however, that it is associated more with high failure (Wu et al, 2012) than with difficulty in learning (Brown et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Test Anxiety in Adolescent Students: Different Responses According to the Components of Anxiety as a Function of Sociodemographic and Academic Variables

et al. 2020

View full text Add to dashboard Cite

ObjectiveTest anxiety (TA) is a construct that has scarcely been studied based on Lang’s three-dimensional model of anxiety. The objective of this article is to investigate the repercussion of sociodemographic and academic variables on different responses for each component of anxiety and for the type of test in adolescent students.MethodA total of 1181 students from 12 to 18 years old (M = 14.7 and SD = 1.8) participated, of whom 569 were boys (48.2%) and 612 girls (51.8%). A sociodemographic questionnaire and the Cuestionario de Ansiedad ante los examenes-Adaptado (CAEX-A) [Test Anxiety Questionnaire-Adapted] an adaptation for Spanish secondary school levels (ESO) and Bachillerato were administered.ResultsGirls scored higher on the cognitive and physiological components of TA than boys, the intensity of the physiological response increasing with age. Bachillerato level students reported more physiological anxiety than those of ESO level. Students with better marks in the previous year presented more anxiety in the cognitive component, while those who obtained the lower mark presented higher anxiety values in the behavioral component. Participants reported that the types of tests that cause them more anxiety were oral tests in front of the class, oral presentation in front of a panel, and mathematics tests.ConclusionAdolescents show a differential response of TA based on the physiological, cognitive and motor components, mediated by the variables of gender, age, grade, academic performance and type of exam. These results serve to design specific intervention programs to manage anxiety in situations of academic assessment.

show abstract

Section: Discussionmentioning

confidence: 99%

Test Anxiety in Adolescent Students: Different Responses According to the Components of Anxiety as a Function of Sociodemographic and Academic Variables

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Eğitimle başarıya hangi düzeyde ulaşıldığının veya ulaşılmadığının belirlenmesi, gelecekte planlanacak olan eğitim etkinliklerine yol göstermesi açısından önemlidir. Hangi öğrencinin başarısız olduğu veya hangi düzeyde başarılı olduğunun belirlenmesi ise öğrencide davranış değişikliklerinin ölçülmesi ve değerlendirilmesini gerekli kılar (Kılıç ve Çetin, 2018). Öğrenciler hakkında isabetli kararların alınabilmesi için öğrencinin başarısıyla ilgili doğru değer yargılarına varılmalıdır.…”

Section: Introductionunclassified

Sinif Öğretmenleri̇ni̇n Sinif İçi̇ Değerlendi̇rmeleri̇ne İli̇şki̇n Görüşleri̇

Taş¹,

Minaz²

2019

Journal of International Scientific Researches

View full text Add to dashboard Cite

The aim of this study is to determine the frequency of classroom assessment of teachers, the degree of importance given to examinations and the need for classroom assessment. The research was conducted with a descriptive research model. The study group consisted of 128 primary school teachers. The teachers included in the study were chosen randomly and the sampling method was preferred to reach these teachers. The questionnaire form developed by the researchers was used as the data collection tool. The analysis of the obtained data was done with the frequency and percentage from the descriptive statistics. At the end of the research, it was found that the teachers mostly made evaluations at the end of the lessons and units, the majority of the teachers allocated less than one fifth of the course time, and the students mostly informed about the evaluation times, and the majority of the teachers asked less than 20 questions in average. Most of the teachers stated that they found the examinations very important and did not have any training requirements for classroom assessment.

show abstract

“…Isnac, 2018;Kilic & Cetin, 2018;Kurt, 2018;Sirem, Sarıoglu & Adiguzel, 2018;Tanugur & Ogan-Bekiroglu, 2019;Ozbasi, 2019;Karaman, 2019;Karaduman & Yanpar-Yelken, 2020). Distribution of research methods adopted in assessment preferences studiesThe qualitative research method was used in 5 studies conducted by researchers (Saglam-Arslan, Devecioglu-Kaymakci &Arslan, 2009;Karakus, 2010;Uygun & Sarac, 2020;Bulut, Ceylan & Ceylan, 2022).…”

mentioning

confidence: 99%

A review of the research on assessment preferences: The case of Turkey

Kahraman,

Özel

2023

Preprint

View full text Add to dashboard Cite

As educational programmes evolve in the twenty-first century, there is a need to adapt measurement and evaluation practises to align with the changing landscape of accessing and producing information. Selecting appropriate measurement tools is crucial to obtaining accurate and relevant data. This study aims to provide a comprehensive review of research on assessment preferences in Turkey, focusing on the methodological aspects, with the goal of guiding future studies in this area. Using a systematic compilation method, published studies on assessment preferences in Turkey have been gathered from ULAKBIM, the National Thesis Search Centre, and Google Scholar. The study seeks to answer two main research questions: ‘What methods (research method, participants, data collection tools) were employed in studies on assessment preferences in Turkey?’ and ‘What research topics are needed to address the gaps in the literature on assessment preferences in Turkey?’ Analysis of the research findings reveals a notable increase in studies focusing on assessment preferences in Turkey since 2005. The majority of these studies employed quantitative research methods, with survey models being the dominant research approach. Data collection relied heavily on the use of scales as measurement tools. Based on this study's results, it is recommended that future studies in this area consider employing models such as meta-analysis, causal-comparison, and action research to advance understanding and contribute to the literature on assessment preferences in Turkey. This study provides a valuable compilation of existing research, shedding light on the current state of assessment preferences in Turkey. The identified research gaps and recommended methodologies will serve as a guide for researchers seeking to expand their knowledge in this field. By addressing these gaps and employing diverse research approaches, scholars can enhance their overall understanding of assessment preferences in the Turkish context and contribute to evidence-based educational practises.

show abstract

Öğrencilerin Sınav Türü Tercihlerinin Çeşitli Değişkenler Açısından İncelenmesi

Cited by 5 publications

References 0 publications

Test Anxiety in Adolescent Students: Different Responses According to the Components of Anxiety as a Function of Sociodemographic and Academic Variables

Test Anxiety in Adolescent Students: Different Responses According to the Components of Anxiety as a Function of Sociodemographic and Academic Variables

Sinif Öğretmenleri̇ni̇n Sinif İçi̇ Değerlendi̇rmeleri̇ne İli̇şki̇n Görüşleri̇

A review of the research on assessment preferences: The case of Turkey

Contact Info

Product

Resources

About