Date

2022-10

Author

Birgili, Bengi

Metadata

Show full item record

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

Item Usage Stats

645
views

272
downloads

Cite This

The main purpose of this study was to investigate the quality of middle school mathematics teachers’ instructional and assessment processes after curriculum policy change through an ecological approach and the quality of the students' responses and reactions towards different item types via employing a multimodal mixed methods concurrent dominant status design. Three major phases were processed to achieve this aim. Firstly, Phase 1 includes the practices that reveal the quality of teachers’ authentic teacher-made items (N = 380) via document analysis. Secondly, Phase 2 relied on a quantitative survey where a sample of mathematics teachers (n = 350) affiliated in public and private schools in an upper middle class district of Istanbul, Turkey were administered the TMMESPQuestionnaire, in which items were theoretically constructed, to identify teachers’ teaching method and assessment preferences. Thirdly, Phase 3 relied on multimodal phase in which fifth grade students (n = 32) were administered open-ended and multiple-choice mathematics examination items to evaluate their reactions and responses to the items with respect to active use of metacognitive subskills and affective processes via eye-tracking and biometric tools. Finally, a local deep data model was theoretically sketched based on these multimodal data. The results indicate that the teachers tended to prepare mathematics items mostly relying on traditional objective testing. Most of them lacked the skills needed to enact collaborative instruction and assessment processes. More advantageously, when the students were exposed to higher-order items, they could more reliably reflect their metacognitive skills and affective process. The quality of the instruction, assessment and items made by the teachers are not yet sufficiently prepared for the students’ readiness of future competencies. Among implications, teachers should help their students to acquire metacognitive skills while responding to open-ended items.

Subject Keywords

Mathematics curriculum change, In-class assessment, Metacognition, Mixed methods research, Educational Neuroscience

URI

https://hdl.handle.net/11511/99600

Collections

Graduate School of Social Sciences, Thesis