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Bu arastirma, ögrencilerin matematik dersindeki degerlendirme tercihlerini belirlemek amaciyla yapilmis tarama modelinde betimsel bir çalismadir. Arastirmanin örneklemini, Çukurova Üniversitesi Bilgisayar ve Ögretim Teknolojileri Bölümü ile Sinif Ögretmenligi Anabilim Dali'nda okuyan 677 ögrenci olusturmustur. Veri toplama araci olarak Birenbaum (1994) tarafindan gelistirilen ve Türkçe formun dil esdegerligi, geçerligi ve güvenirligi Gülbahar & Büyüköztürk (2008) tarafindan yapilan "Degerlendirme Tercihleri Ölçegi" kullanilmistir. Verilerin çözümlenmesinde betimsel istatistikler, bagimsiz gruplar t-testi, tek yönlü varyans analizi, Kruskal Wallis ve Mann Whitney-U teknikleri kullanilmistir. Arastirmanin sonucunda, ögrencilerin degerlendirmeye hazirlik asamasinda bilgi istedikleri ve bilissel süreçleri ortaya koyacak nitelikte ölçme araçlarini tercih ettikleri bulgusuna ulasilmistir. Buna göre, matematik dersi kapsaminda degerlendirme yapilirken ögretim döneminin basinda nasil degerlendirilme yapilacagi konusunda ögrencilere gerekli yönergelerin verilmesi önerilebilir.
Anahtar Kelimeler: Degerlendirme Tercihleri Ölçegi, Geleneksel Ölçme-Degerlendirme, Alternatif Ölçme-Degerlendirme
Çalismanin Türü: Arastirma
ABSTRACT
Assessment is carried out in order to determine students' learning needs (Black & William, 1998a, 1998b; Ostrow, 1999), arrange the effectiveness of the teaching process (Chamoso & Caceres, 2008; Heddens & Speer, 2006) and analyse the knowledge and skills that are acquired during this process. Alkan (1999) stated that although assessment and evaluation in all the fields of science have some standards, they might reveal some differences according to the field being investigated.
While the changes in mathematics teaching programs started in the 1980s worldwide, the Assessment Standards for School Mathematics of National Council of Teachers of Mathematics (NCTM) started in the mid 1990s. Parallel to this, alternative assessment and evaluation approaches reflecting the constructivism began to replace traditional assessment and evaluation approaches reflecting the behaviourism as a result of the developments in the fields of education and psychology and it was started to combine education and assessment (Webb, 2001). It is seen that traditional assessment and evaluation approaches in teaching of mathematics are not effective in measuring the individual characteristics and high order cognitive processes of students; they evaluate only a small part of students' mathematical skills and they are disconnected from the teaching process (Bachman, 2002). In this regard, alternative assessment and evaluation approaches based on constructivism which can overcome the deficiencies of traditional assessment and evaluation approaches have become to the agenda. (Krulick, Rudnick & Milou, 2003; Sheffield & Cruikshank, 2000). In line with the constructivist approach, the standards of...