Öğretmen Adaylarının Ölçme ve Değerlendirme Dersine İlişkin Tutumları: Anadolu Üniversitesi Örneği

Abstract

Measurement and Assessment course has an important place in helping student teachers gain "measurement and assessment" competency which takes part in general competencies of teaching profession. Because attitudes towards a course might affect the learning outcomes, it is important to investigate attitudes towards measurement and assessment course in order to help student teachers gain this crucial competency. The aim of the study is to identify the factors effecting the attitudes of student teachers towards measurement and assessment course. The main results of the study showed that woman student teachers give more importance to the course than the men do and the attitude differs significantly according to the teacher education program and taking statistic course before. However the attitude does not differs significantly according to the cumulative academic average and learning style preferences. Moreover, taking statistic course before, tactile, individual and auditory learning preferences predict the "negative approach" dimension of the attitude.

Turkish as a Foreign Language Teachers’ Attitudes Towards Assessment and Evaluation

“…For this reason, there is no study in the literature to support the findings of this research directly. However, there are studies examining the attitudes of teachers and teacher candidates in different branches towards assessment and evaluation (Erdoğdu, 2010;Çalışkan and Yazıcı, 2013;Yaşar, 2014;Kalemoğlu-Varol, 2016;Yıldırım et al, 2016;Ozan and Kıncal, 2017;Başkonuş, 2018;Çardak, 2018;Karadoğan, 2019). Yıldırım et al (2016) stated in their study that teachers in different branches working in primary and secondary schools have positive attitudes in respect to assessment and evaluation.…”

“…As Arastaman et al (2015) stated, since the attitude is seen as a guiding function for behaviors, and since attitude is seen as a function of guiding behaviors, determining teachers' attitudes towards assessment and evaluation, revealing (assessing) attitudes provide an opportunity to take precautions to make studies more efficient. In this context, many studies (Başkonuş, 2018;Çalışkan and Yazıcı, 2013;Çardak, 2018;Erdoğdu, 2010;Gücüyeter and Karadoğan 2019;Kalemoğlu-Varol, 2016;Karadoğan, 2019;Ozan and Kıncal, 2017;Yaşar, 2014;Yıldırım et al, 2016) on teachers' attitudes towards assessment and evaluation clearly reveal why the attitude should be considered in the field of assessment and evaluation.…”

Eği̇ti̇mde Ölçme Ve Değerlendi̇rme Dersi̇ne İli̇şki̇n Öğretmen Adaylarinin Tutumlarinin İncelenmesi̇

“…Yapılan araştırmanın sonuçları Süral (2014) tarafından eğitim fakültesi ve formasyon öğrencilerinin EÖDD'ye yönelik tutumlarını saptamak için yapmış olduğu ve kadınlar lehine tespit etmiş olduğu sonuçlar ile örtüşmektedir. Fakat alanyazında yapılan araştırmanın sonuçlarından farklı olarak cinsiyete göre anlamlı farklılığın olmadığı araştırmalarda mevcuttur (Aktaş ve Alıcı, 2012;Alkharusi, 2010;Altun, 2017;Çalışkan ve Yazıcı, 2013;Çardak, 2018;Erdoğdu, 2010;Ozan ve Kıncal, 2017).…”

Sinif Öğretmenleri̇ni̇n Ölçme Ve Değerlendi̇rme Beceri̇leri̇ Yeterli̇k Algilarinin Çeşi̇tli̇ Deği̇şkenlere Göre Değerlendi̇ri̇lmesi̇

“…Eğitimde yaşanan bu gelişmeler, eğitimin önemli bir ayağı olan öğretmenlerin görev ve sorumluluklarına yeni boyutlar getirmiştir (Karaca, 2003). Bu görev ve sorumlulukları içeren öğretmenlik mesleğini icra edecek yeterlikte bireyler yetiştirilmelidir.…”