Uluslararası Bakalorya Diploma Programında İç Değerlendirme ve Dış Değerlendirme Arasındaki İlişkinin Araştırılması

Bu çalışma, Uluslararası Bakalorya Diploma Programı (IBDP) lise öğrencilerinin iç değerlendirme (IA) ve dış değerlendirme (EA) puanları arasındaki ilişkiyi araştırmayı amaçlamıştır. Yöntemler: Türkçe, İngilizce, Fizik, Kimya, Biyoloji ve Matematik derslerinde iç değerlendirme puanlarının dış değerlendirme puanlarını ne ölçüde yordadığını araştırmak için regresyon analizi yapılmıştır. Bulgular: Nicel analiz, IBDP dış değerlendirme puanlarındaki varyasyonun yalnızca küçük bir yüzdesinin, IBDP standart düzey (SL) ve yüksek düzey (HL) derslerinde yalnızca iç değerlendirme puanlarını içeren modelle açıklanabileceğini ortaya koymuştur. Ayrıca, iç değerlendirme puanlarının dış değerlendirme puanları ile ne derece ilişkili olduğunu açıklamak için korelasyon katsayısından yararlanılmıştır. Bu analiz, yüksek seviye İngilizce ve standart seviye biyoloji dersinde iç değerlendirme ve dış değerlendirme arasında orta düzeyde bir ilişki olduğunu, standart seviye ile yğksek seviye biyoloji, kimya, matematik, fizik, İngilizce ve Türkçe derslerinde iç değerlendirme ve dış değerlendirme arasında zayıf bir ilişki olduğunu ortaya koymuştur. Değer: Bu araştırma, IBDP değerlendirmesinde nihai bir not oluşturmak için bir araç olarak iç değerlendirme tutarlılığı ve güvenilirliği ve iç değerlendirmenin öğrencilerin genel akademik başarısını tahmin etmede oynadığı rol hakkında eğitimciler için bazı önemli çıkarımları vurgulamaktadır.

Anahtar Kelimeler:

Tutarlılık, güvenilirlik, iç değerlendirme, dış değerlendirme, Uluslararası Bakalorya Diploma Programı

Unveiling the Relationship between Internal Assessment and External Assessment in the International Baccalaureate Diploma Program

This study aimed to explore the relationship between internal assessment (IA) and external assessment (EA) scores of the high school students in the International Baccalaureate Diploma Program (IBDP). Methods: Simple linear regression analysis was conducted to explore to what extent the IA scores predict the EA scores in the Turkish, English, Physics, Chemistry, Biology and Mathematics courses. Findings: The quantitative analysis revealed that only a small percentage of the variation in IBDP EA scores can be explained by the model containing only IA scores in the IBDP standard level (SL) and high level (HL) courses. Furthermore, the correlation coefficient was utilized to explain the degree to which the IA scores are associated with the EA scores. This analysis revealed that there is a moderate relationship between IA and EA in HL English and SL biology course, but a weak relationship between IA and EA in SL and HL biology, chemistry, mathematics, physics, English (only SL) and Turkish courses. Value: This research highlights some important implications for educators about the consistency and reliability of IA as a tool for forming a final mark in the IBDP assessment and the role the IA plays in predicting the students’ general academic achievement.

Keywords:

Consistency coursework, reliability, external assessment, internal assessment, International Baccalaureate Diploma Program,

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