Ortaokul Öğretmenlerinin Sınıf İçi Ölçme ve Değerlendirmelerde Yazılı Yoklamalarda Kullandıkları Açık Uçlu Maddeleri Hazırlama Yeterlikleri

Inceçam, Beyza; Demir, Ergül; Demir, Ece

doi:10.17051/ilkonline.2019.506900

Cited by 5 publications

(7 citation statements)

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“…sorusu akla gelmektedir. Bu konuda yapılan çalışmalar (Aydın ve Uçgun, 2020;Çintaş Yıldız, 2015;Göçer 2016;Güfta ve Zorbaz 2008;İnceçam, Demir ve Demir, 2018;Karatay ve Dilekçi, 2019) incelendiğinde bu araştırmaların da benzer sonuçlar verdiği, sınav evraklarında yer alan soruların çoğunlukla hatırlama ve anlama basamaklarını ölçtüğü sonucuna ulaşılmıştır.…”

Section: Introductionunclassified

Examination of Questions in Turkish Lesson Exam Papers in Terms of Higher-Order Thinking Skills

Uysal

2022

Ana Dili Eğitimi Dergisi

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ÖzBu araştırmada Türkçe dersi sınavlarında yer alan soruların üst düzey düşünme becerileri açısından sahip olduğu görünümün betimlenmesi amaçlanmıştır. Araştırma doküman incelemesi yöntemiyle yürütülmüş, veri kaynağının belirlenmesinde amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Araştırmanın veri kaynağını 8. sınıf düzeyindeki sınav kâğıtları oluşturmuştur. Araştırmaya LGS başarıları temelinde belirlenen birinci düzey okullar dâhil edilmiştir. Verilerin analizinde betimsel analiz gerçekleştirilmiştir. Araştırmadan elde edilen bulgular, sınavlarda güncellenmiş Bloom taksonomisinin bilişsel alan basamaklarına göre üst düzey düşünme becerilerine yönelik sadece yaratma basamağında soru hazırlandığını, çözümleme ve değerlendirme basamaklarına yönelik sorulara ise yer verilmediğini ortaya çıkarmıştır. PISA okuma becerileri yeterlik düzeylerine göre ise üst düzey okuma becerileri olarak kabul edilen 5 ve 6. düzeyde hiçbir soruya yer verilmediği tespit edilmiştir. Ayrıca incelenen sınavlarda en çok parçada anlam ve dil bilgisi sorularına en az ise sözel mantık, tablo/grafik inceleme ve görsel yorumlama sorularına yer verildiği tespit edilmiştir. Bu durum yazılı sınavlar ile uluslararası ortak sınavlar arasında uyumsuzluk olduğunu göstermektedir. Elde edilen bu sonuçlar alanyazın kapsamında tartışılmış ve öneri niteliğinde çözümleme, değerlendirme ve yaratma basamaklarına yönelik üst düzey soru örnekleri yazılmıştır.

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Section: Introductionunclassified

Examination of Questions in Turkish Lesson Exam Papers in Terms of Higher-Order Thinking Skills

Uysal

2022

Ana Dili Eğitimi Dergisi

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“…Although open-ended questions are appropriate to measure high-level cognitive skills, there are some difficulties in scoring them (e.g., scoring not being objective, low content validity) (Atilgan, Kan & Dogan, 2009). In their study examining the appropriateness of open-ended questions used in tests prepared by middle school teachers, Incecam, Demir and Demir (2018) found that teachers made extensive use of open-ended questions. The results of a study by Sahin, Ozturk Boztunc and Teker Tasdelen (2015) reveal that open-ended questions were the fourth most preferred method of evaluation by pre-service teachers.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Using Rank-order Judgments Scaling to Determine Students’ Evaluation Preferences

Özbaşı¹

2019

EJER

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This study sought to determine university students' evaluation preferences and then scaled them based on their rank-order judgments. Research Methods: The survey model was used in this study. This study was conducted with a total of 376 university students of varying grade levels enrolled in different departments of the faculty of education of two separate state universities in Turkey during the 2017-2018 academic year. Data were collected using a 13-item survey designed specifically for this study that solicited answers regarding students' evaluation preferences in measuring their academic performance. Students first ranked to evaluation types from most to least preferred and then assigned a single number for each stimulus. The data attained from the study were then scaled based on rank-order judgments.

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“…e) The use of open-ended questions in measurement and evaluation (İnceçam et al, 2018;McMillan, 2017;MoNE, 2017;OECD, 2017;Silver, 1992).…”

Section: B)mentioning

confidence: 99%

“…As they are directly related to the purpose of this study, it is necessary to focus on the themes of measurement-evaluation and teacher-related studies. In terms of their use for measurement and evaluation, open-ended questions are characterized by the terms "constructed response items" and "extended response items" (Hogan & Murphy, 2007;İnceçam et al, 2018;McMillan, 2017). As Erhan Bingolbali & Hilmi Furkan Cevik,How Do Middle School Mathematics Teachers Conceptualize… [143] they allow students to create their answers, open-ended questions are frequently associated with written examinations among practitioners and are also closely associated with tasks such as essays allowing students to make statements about the posed issues (McMillan, 2017).…”

Section: B)mentioning

confidence: 99%

“…As far as the conceptions of teachers on open-ended questions are concerned, it appears that the teachers themselves have not been the focus of much direct attention. In a study conducted with teachers, Pehkonen (1999) found that about half of the teachers did not provide an in classroom practices, how they do so, and their experiences of developing the questions for measurement-evaluation purposes (Aziza, 2021;Becker & Shimada, 1997;İnceçam et al, 2018;Kasar, 2013). In such a study, Kasar (2013) analyzed 67 lessons records of eight teachers (four middle school mathematics and four classroom teachers) in terms of alternative solutions and the types of questions they used.…”

Section: B)mentioning

confidence: 99%

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How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions?

Bingölbali¹,

Cevik²

2022

msd

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The study aims at examining middle school mathematics teachers' conceptions of open-ended questions. A questionnaire consisting of open-ended items was applied to 40 mathematics teachers. The teachers were asked to define the open-ended question in general and the mathematical open-ended question in particular and provide examples to exemplify their definitions. This study employs phenomenographic study aiming at revealing middle school mathematics teachers' conceptions and experience regarding open-ended questions in an exploratory manner. The findings show that the teachers explained the open-ended question through its form (appearance), the number of outputs, the process/method required, and its functionality. In addition, teachers defined the open-ended question mostly using non-mathematical terms, and they had particular difficulties defining the mathematical open-ended question. The teachers regarded questions with variable correct answers as open-ended, could not give examples of open-ended questions with infinitely correct answers, and some deemed closed-ended questions as open-ended. Although the participants were mathematics teachers, the examples they presented for the open-ended question were mostly from outside the field of mathematics. This study points out the fact that teachers need a guiding conceptualization of open-ended questions.

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Ortaokul Öğretmenlerinin Sınıf İçi Ölçme ve Değerlendirmelerde Yazılı Yoklamalarda Kullandıkları Açık Uçlu Maddeleri Hazırlama Yeterlikleri

Cited by 5 publications

References 4 publications

Examination of Questions in Turkish Lesson Exam Papers in Terms of Higher-Order Thinking Skills

Examination of Questions in Turkish Lesson Exam Papers in Terms of Higher-Order Thinking Skills

Using Rank-order Judgments Scaling to Determine Students’ Evaluation Preferences

How Do Middle School Mathematics Teachers Conceptualize Open-Ended Questions?

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