Date

2022-9-2

Author

Çayır, Ayşenur

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

230
views

149
downloads

Cite This

The main focus of this study to examine Turkish pre-service science teachers’ approaches to classroom assessment, their conceptions of assessment, and the link between their apporaches to and conception of assessment. For the purpose of the study, a mixed method research design was used. In quantitative part, 676 pre-service science teachers, who enrolled 12 universities in six regions of Turkey, participated. The adapted version of Approaches to Classroom Assessment Inventory was administered to participants to identify their approaches to assessment in four assessment literacy themes: assessment purpose, assessment process, assessment fairness and assessment theory. Descriptive statistics and a series of repeated measures ANOVA were conducted to analyze the data. Results showed that pre-service science teachers prioritize assessment for learning approach in assessment purpose theme, design and communication approaches in assessment process theme, equitable approach in assessment fairness theme, and balanced approach in assessment theory theme. In qualitative part, 15 pre-service science teachers participated. The semi-structured interviews were conducted to determine their conceptions of assessment and to reveal how pre-service science teachers with different approaches to assessment conceptualize assessment. Results indicated that according to the majority of the participants, the focus of assessment should be student to diagnose learning difficulties and misconceptions, monitor learning, and provide feedback to students. Moreover, they were found to emphasize contemporary assessment methods. The qualitative data revealed the pre-service science teachers’ conceptions of assessment were not completely connected to a particular assessment approach. Overall results indicated that pre-service science teachers’ approaches to and conception of assessment both reflect contemporary views of assessment.

Subject Keywords

Approaches to Assessment, Conceptions of Assessment, Assessment Literacy, Pre-service Science Teachers, Değerlendirmeye Yönelik Yaklaşımlar, Değerlendirmenin Kavramsallaştırılması, Değerlendirme Okur Yazarlığı, Fen Bilimleri Öğretmen Adayları

URI

https://hdl.handle.net/11511/99577

Collections

Graduate School of Natural and Applied Sciences, Thesis