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Bu araştırmanın amacı, ilkokul dördüncü sınıf matematik dersinde ölçme ve değerlendirmede öz değerlendirmenin etkililiğini belirlemektir. Karma desen benimsenerek gerçekleştirilen araştırma, Eskişehir ilinde orta sosyoekonomik düzeydeki bir ilkokulun 4. sınıfında gerçekleştirilmiştir. Araştırmanın katılımcıları, amaçlı örnekleme yöntemlerinden ölçüt örnekleme ile belirlenmiştir. Araştırmada nicel verilerin toplanmasında Öz Değerlendirme Tutum ölçeği, nitel verilerin toplanmasında ise öğrenciler ve öğretmen için ayrı ayrı oluşturulmuş yarı yapılandırılmış görüşme formu kullanılmıştır. Nicel verilerin analizinde betimsel istatistik yöntemleri, nitel verilerin analizinde ise içerik analizi kullanılmıştır. Araştırma bulgularına göre öz değerlendirme tutum ölçeği ön test ve son test puanları arasında son test lehine anlamlı bir farklılık bulunmuştur. Sınıf öğretmeni, öz değerlendirmenin “öğrenciye dönüt sağlama” ve “öğrencilerde farkındalık sağlama” açısından yararlı olduğunu, “öğrencilerin bireysel farklılıkları”, “zaman” ve “öğrenci cevaplarının güvenirliği” açısından ise sınırlıklarının olduğunu belirtmiştir. Öğrenciler ise öz değerlendirme formlarının matematik dersinde kullanılmasının “derse ilgi ve başarıyı arttırma”, “kendine ilişkin farkındalık oluşturma” ve “öz güven sağlama” gibi olumlu katkılarının olduğunu belirtmişlerdir.
The purpose of this research is to determine the effectiveness of self-assessment in assessment and evaluation in primary school fourth grade math lesson. The research was designed with a mixed method and carried out in the 4th grade of a primary school in the middle socioeconomic level in Eskişehir. Participants of the reseach were determined by sampling from the purposeful sampling methods. Self-assessment attitude scale was used to collect the quantitative data in the research and semi-structured interview forms for students and teachers were used in collecting qualitative data. Descriptive statistical methods were used in the analysis of quantitative data and content analysis was used in the analysis of qualitative data. According to the research findings, a significant difference was found in favor of the post-test between the pre-test and post-test scores of self-assessment attitude scale. Primary school teacher stated that self assessment is useful in terms of "providing feedback for students" and "providing awareness in students" and that there are limitations in terms of "individual differences of students", "time" and "reliability of student answers". Students stated that using self-assessment forms in math lessons is a positive contribution to "increasing interest and success in the classroom", "creating self-awareness" and "providing self-confidence".
The purpose of this research is to determine the effectiveness of self-assessment in assessment and evaluation in primary school fourth grade mathematics lesson. The research was designed with mixed method and carried out in the 4th grade of a primary school in the middle socioeconomic level in Eskişehir. Participants of the reseach were determined by sampling from the purposeful sampling methods. Self-assessment attitude scale was used to collect the quantitative data in the research and semi-structured interview forms for students and teachers were used in collecting qualitative data. Descriptive statistical methods were used in the analysis of quantitative data and content analysis was used in the analysis of qualitative data. According to the research findings, a significant difference was found in favor of the post-test between the pre-test and post-test scores of self-assessment attitude scale. Primary school teacher stated that self assessment is useful in terms of "providing feedback for students" and "providing awareness in students" and that there are limitations in terms of "individual differences of students", "time" and "reliability of student answers". Students stated that using self-assessment forms in mathematics lessons is a positive contribution to "increasing interest and success in the classroom", "creating self-awareness" and "providing self-confidence".
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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