Subject-specific science teachers' views of alternative assessment
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Dosyalar
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
The Education University of Hong Kong
Erişim Hakkı
info:eu-repo/semantics/embargoedAccess
Özet
This study aimed to discover subject-specific science teachers' views of alternative assessment. The questionnaire by Okur (2008) was adapted and deployed for data collection. The sample consisted of 80 subject-specific science teachers drawn from the cities of Trabzon, Rize and Erzurum in Turkey. In analyzing data, descriptive analysis was employed for identifying how often the subject-specific science teachers use the alternative assessment and which of the alternative assessment techniques are frequently preferred. Also, how gender variable affects their preference and/or self-competency was analyzed via independent samples t-test. In light of the results, it can be deduced that the subject-specific science teachers tended to use such traditional assessment techniques as multiple choice test, concept map, written test, and matching test. Further, the main barrier to involve the alternative assessment in science classes seems to be the high-staking nation-wide exams in Turkey that deploy only multiple-choice questions. Therefore, any change in assessment strategy of the high-staking nation-wide exams may foster teachers to enrich their preferences of alternative assessment and empower its possible use in science classes.
Açıklama
Anahtar Kelimeler
Alternative assessment technique, Measurement and assessment, Subject-Specific science teachers
Kaynak
Asia-Pacific Forum on Science Learning and Teaching
WoS Q Değeri
Scopus Q Değeri
Cilt
18
Sayı
1
