Alternative assessment practices in science

Nida Büyüktokatlı,Şule Bayraktar

doi:10.14527/pegegog.2014.006

Nida Büyüktokatlı, Şule Bayraktar

Open Access

https://doi.org/10.14527/pegegog.2014.006

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Abstract

The purpose of this study is to determine whether there is a difference in primary education teachers' and science and technology teachers' frequencies of use of alternative assessment techniques with regard to demographic (gender, branch, professional experience, the graduated school type) variables. The sample of the study consisted of 75 primary education teachers and 40 science and technology teachers most of whom working in Aksaray in 2012-2013 academic year. In this study, a questionnaire developed by researchers was used to collect data. According to the research results, teachers' frequencies of use of alternative assessment techniques showed a significant difference with regard to gender, branch, and professional experience.

Highlights

Assessment and evaluation are important parts of educational process
Whether a curriculum creates the desired effect or not on students’ knowledge, skills, and attitudes determined by means of assessment and evaluation
The aim of this study is to examine classroom teachers’ and science teachers’ practices of alternative assessment techniques and whether there is a difference in the frequencies of use of alternative assessment applications with regard to teachers’ gender, branch, year of experience, and type of school they have graduated

Summary

Introduction

Assessment and evaluation are important parts of educational process. Whether a curriculum creates the desired effect or not on students’ knowledge, skills, and attitudes determined by means of assessment and evaluation. Teacher is the only decision maker and the director of assessment and evaluation activities With this type of assessment, it is not possible to observe what processes students go through when learning, and how they analyse information and construct knowledge (Öncü, 2009). The aim of this study is to examine classroom teachers’ and science teachers’ practices of alternative assessment techniques and whether there is a difference in the frequencies of use of alternative assessment applications with regard to teachers’ gender, branch, year of experience, and type of school they have graduated. 2. Are there any differences in frequencies of teachers’ use of alternative assessment techniques with respect to gender, branch, years of teaching experience, and type of school they graduated? What kind of applications classroom teachers and science teachers do after they complete the assessment process

Method

Participants

Results

27 Ocak 2014