İngilizce Öğretmeni ve Öğretmen Adaylarının Ölçme ve Değerlendirme Kavrayışına Yönelik Bir Araştırma

Ölçme ve değerlendirmenin eğitim üzerindeki önemi tartışılmaz olsa da, ölçme ve değerlendirme yaparken ölçmecilerin niyetleri henüz ayrıntılı olarak incelenmemiştir. Bu amaçla, bu çalışma hizmet öncesi ve hizmet içi İngilizce öğretmenlerinin ölçme değerlendirme kavrayışlarını açıklamayı amaçlamıştır. Çalışmada ölçme ve değerlendirme kavramı dört ana başlık altında toplanmıştır; gelişim, okul sorumluluğu, öğrenci sorumluluğu ve önemsizlik. Çalışmaya toplam 97 öğretmen ve öğretmen adayı katılmıştır. Betimsel sonuçlar, gelişim kavrayışının katılımcılar arasında en yüksek anlaşma düzeyini sağladığını göstermiştir. Öte yandan, okulun sorumluluğu en düşük anlaşma düzeyine sahiptir. Korelasyon sonuçları gelişme, okul ve öğrenci hesap sorumluluğu kavramlarının pozitif korelasyon gösterdiğini göstermiştir. Cinsiyet ve sınıf düzeyi/öğretim farklılıklarının katılımcıların kavrayışları üzerindeki etkilerini incelemek için çoklu bir varyans analizi uygulanmıştır. Analiz sonuçları, hem cinsiyet hem de sınıf düzeyi/öğretim faktörlerinin katılımcıların değerlendirme kavrayışları üzerinde önemli bir fark yarattığını göstermiştir. Takip eden tek yönlü varyans analizi, erkeklerin kadınlardan daha yüksek değere sahip olduğu, okul sorumluluğu üzerinde önemli cinsiyet farklılığı olduğunu göstermiştir. Ayrıca, sınıf ve öğretim grupları arasında okul ve öğrenci sorumluluğu arasında anlamlı bir fark vardır. Öğretmenler okul sorumluluğu için en yüksek değere sahiptir ve dördüncü sınıf öğrencileri öğrenci sorumluluğu için en yüksek ortalama değere sahiptir.

Anahtar Kelimeler:

değerlendirme, değerlendirme algısı, öğretmen, öğretmen adayı

An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment

Although the importance of assessment on education is undebatable, the intentions of assessors while conducting assessment haven’t been studied yet in detail. To this end, this study aimed to disclose pre-service and in-service English teachers’ conceptions of assessment. In the study, conception of assessment was categorized under four main titles; improvement, school accountability, student accountability and irrelevance. A total of 97 pre-service and in-service teachers participated in the study. Descriptive results indicated that conception of improvement held the highest agreement level among participants. On the other hand, school accountability got the lowest agreement level. Correlation results showed that improvement, school and student accountability conceptions were positively correlated. A MANOVA analysis was applied to scrutinize any effects of gender and grade level/teaching differences on participants’ conceptions. Analysis results indicated that both gender and grade level/teaching factors made significant difference on participants’ conceptions of assessment. A follow up ANOVA analysis indicated significant gender difference on school accountability, with males had higher value than females. Also, there was a significant difference among grade level/teaching groups on school and student accountabilities. Teachers held the highest value for school accountability, and fourth graders held the highest mean value for student accountability.

Keywords:

assessment, conception of assessment, practicing teacher, prospective teacher,

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