Abstract
Over the past two decades, Turkey has initiated a reform movement to change her classroom assessment system to accommodate performance-based alternative assessment methods in schools. However, research investigating the impact of assessment reform on learning and teaching in schools report that performance assessment approaches have not been implemented effectively. This study investigated the teacher related factors behind the adoption decisions of teachers of these changes introduced. Data for the study were collected through interviews with 53 biology teachers in 24 schools. According to the findings, teachers’ lack of self-agency, superficial understanding of the ideas introduced, mistrust that the innovations will work in practice, skepticism about the need for a change and inadequate knowledge and abilities as a result of ineffective dissemination and professional guidance were the main factors affecting the success of the reform. Suggestions to overcome barriers to reform and implications of the findings in managing change are presented and discussed at the end of the paper.
Highlights
Education systems worldwide have been increasingly focusing on the effective implementation of performance assessments in schools (Assessment Reform Group [ARG], 2002; Black & Wiliam, 1998; Bol, Nunnery, Stephenson & Mogge, 2000; Ross, Hannay & Hogaboam-Gray, 2000; Scouller, 1996; Stiggins, 2000; Stiggins & Conklin, 1992)
Performance assessment approaches which are based on the constructivist view of teaching and learning have been introduced by the Ministry of National Education and the curriculum programs and textbooks for both primary and secondary schools have been re-written according to the requirements of the new system
The data obtained from the interviews showed that the changes introduced through the new assessment reform had not been implemented effectively in practice
Summary
Education systems worldwide have been increasingly focusing on the effective implementation of performance assessments in schools (Assessment Reform Group [ARG], 2002; Black & Wiliam, 1998; Bol, Nunnery, Stephenson & Mogge, 2000; Ross, Hannay & Hogaboam-Gray, 2000; Scouller, 1996; Stiggins, 2000; Stiggins & Conklin, 1992). A number of studies have been conducted to investigate the effects of the reforms or whether performance assessment approaches had been implemented in the classrooms (Ayas et al, 2007; Cimer, Cakir, & Cimer, 2010; Demir, Ozturk, & Dokme, 2011; Metin & Ozmen, 2010; Yasar, Gultekin, Turkan, & Yildiz, 2005) They all report that the changes introduced have not been implemented in schools effectively. The factors identified in the literature as affecting the implementation of the changes were the university entrance exam which is a high stakes test, inadequate facilities in schools, low quality of students, ineffective in-service training etc
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