Designing teaching materials for the use of alternative measurement and assessment activities in flipped classroom system

Murat Cetinkaya

doi:10.18844/prosoc.v2i7.1984

Abstract

It is thought that creating an environment which enables the active use of students during the “Human Beings and Environment Relationships” unit which includes web-assisted alternative measurement and assessment activities will be effective. When the teaching dimension of alternative measurement and assessment activities are considered besides their measurement dimension, the application of such an environment in a web-assisted way increases the importance of the designed material. Based on the outcomes of “Human Beings and Environment Relationships” unit, this study which includes web-assisted conceptual maps, structured grids, word association, componential analysis and outcome based measurement and assessment activities used ASSURE teaching design model. The purpose of this study is to design teaching environments organized within the basis of web-assisted alternative measurement and assessment activities for the “Human Beings and Environment Relationships” unit to be used in flipped classroom system. Keywords: Alternative measurement and assessment; web supported science teaching; flipped classroom.

Highlights

Web-assisted materials developed for use in Science lessons enable students to learn more in learning by doing when compared with classical materials
The purpose of this study is to design teaching environments organized within the basis of webassisted alternative measurement and assessment activities for the “Human Beings and Environment Relationships” unit to be used in flipped classroom system
In flipped classroom method in which students take active role in their individual learning, it is important to present the theoretical background about the subject to be taught systematically in a planned way

Summary

Introduction

Web-assisted materials developed for use in Science lessons enable students to learn more in learning by doing when compared with classical materials. The widespread use of technology in education causes positive contributions in teaching and learning to increase rapidly. This situation causes the emergence of new approaches about teaching and learning. A classroom environment is created in which the teachers help actively in the classroom and in which individual or group problem solving activities take place (Butt, 2014). In such environments, an integrated structure is required which helps the students learn the theoretical part of the lesson by themselves rather than just creating a simulation-oriented structure

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Methods

Conclusion