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Bu araştırmanın amacı öğretmen adaylarının biçimlendirici değerlendirme kavramına ilişkin algıların metaforlar aracılığıyla belirlenmesidir. Nitel araştırma desenlerinden olgu bilim deseni kapsamında yürütülen araştırmanın çalışma grubunu, bir devlet üniversitesinde öğrenim gören 433 öğretmen adayı oluşturmaktadır. Araştırmada verilerin toplanması aşamasında katılımcılardan “Biçimlendirici değerlendirme …………..’ a/e benzer çünkü …………………” cümlesini tamamlamaları istenmiştir. Verilerin analizinde içerik analizi tekniği esas alınmıştır. Araştırma sonucunda ‘’biçimlendirici değerlendirme’’ye ilişkin olarak 127 öğretmen tarafından geliştirilen 43 farklı metafor tespit edilmiştir. Geliştirilen metaforlar “Öğrenme düzeyini artırma’’, ‘’Öğrenme eksikliklerini belirleme’’, “Öğrenme sürecini yeniden planlama’’ ve “Süreç boyunca değerlendirme’’ şeklinde dört kategoride incelenmiştir. Kategorilere ilişkin frekanslar incelendiğinde en çok metaforun “Öğrenme düzeyini artırma’’ kategorisinde geliştirildiği bunu da sırasıyla “Süreç boyunca değerlendirme’’, Öğrenme sürecini yeniden planlama’’ ve “Öğrenme eksikliklerini belirleme” kategorilerinin izlediği belirlenmiştir. Öğretmen adaylarının geliştirdikleri metaforların genel olarak biçimlendirici değerlendirmenin karakteristikleri ile uyumlu olduğu tespit edilmiştir.
The purpose of this research is to determine the perceptions of the teacher candidates about the concept of formalizing evaluation through metaphors. The work group of the research carried out within the context of the factual scientific scheme of the quality research patterns consists of 433 teachers candidates studying at a state university. At the stage of the data collection in the study, participants were asked to complete the phrase "Formating assessment ..............' a/e; because ....................." The analysis of data is based on the content analysis technique. The study found 43 different metaphors developed by 127 teachers in relation to "forming assessment". The metaphors developed were studied in four categories: “Augment of learning”, “Determination of learning deficiencies”, “Replanning the learning process” and “Evaluation throughout the process”. When the frequencies relating to categories are studied, many metaphors are developed in the category "Improving Learning Level" and followed by the categories "Evaluation throughout the course", "Replanning the Learning Process" and "Determination of Learning Failures". It has been found that the metaphors developed by the teacher candidates are in line with the characteristics of the generally formalizing evaluation.
The aim of this study is to examine pre-service teachers' perceptions of the formative assessment concept through metaphors. This study was carried out based on the phenomenology model, which is one of the qualitative research designs. The study group consisted of 433 pre-service teachers from a public university. In the data collection stage, participants were asked to complete a “Formative Assessment is like ........, because ......... ” sentence. Data analysis was based on content analysis technique. As a result of the study, 42 different metaphors were produced by 127 pre-service teachers regarding to formative assessment concept. The metaphors produced were examined in four categories: “Improving students’ learning”, “Identifying the learning gap“, “Re-planning the teaching process” and “Assessment throughout the process”. When the frequencies related to the categories are examined, it was determined that the highest number of metaphor was produced in the category of “Improving students’ learning”. It was determined that these were followed by “Assessment throughout the process”, “Re-planning the teaching process” and “Identifying the learning gap”. The metaphors developed by pre-service teachers were found to be generally compatible with the characteristics of formative assessment.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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