Eğitim Metodolojisinde Analitik Düşünmenin Ölçülmesi ve Değerlendirilmesine Yönelik Uygulama Çalışmaları

Abstract

Measurement and evaluation activities are considered important in terms of determining the deficiencies and reviewing the goals by revealing to what extent the behaviors targeted for teaching have occurred, which ones have not occurred. Measuring and evaluating the analytical thinking skills of individuals is also considered necessary to determine which skills are missing in an individual and need to be improved. In addition to various initiatives to measure and evaluate students' analytical thinking skills and tendencies, many test development studies have been conducted. There are some difficulties in evaluating analytical thinking skills and tendencies. Researchers have pointed out problems associated with both the reliability and validity of existing measures. The measurement of analytical thinking skills with standardized tests cannot test all the dimensions and components of analytical thinking. At the same time, the use of these standardized tests does not provide sufficient contribution to the assessment and evaluation processes in the classroom. It is observed that the test development studies that started in the 1940s within the framework of analytical thinking measurement tools gained momentum especially in the 1980s. It is seen that the scales in question are designed in accordance with different goals and age levels; they focus on different dimensions and cognizers. Key Words: Educational Methodology, Analytical Thinking, Measurement, Evaluation and Application Studies