Öğreti̇mde Sunu Beceri̇leri̇ni̇n Değerlendi̇ri̇lmesi̇nde Dereceli̇ Puanlama Anahtari (Rubric) Kullanilmasina İli̇şki̇n Bi̇r Araştirma

Aslanoğlu, Aslıhan Erman

doi:10.1501/egifak_0000000078

Cited by 9 publications

(13 citation statements)

References 1 publication

(1 reference statement)

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“…They have shown that the scoring rubric has a potential to support the self-regulatory behaviors such as goal setting, self-assessment, and supervision. Aslanoğlu & Kutlu (2003) thought that the scoring rubric would play an important role in the measurement and evaluation of schoolteachers and contribute to school learning. The scoring rubric is important for the students to be able to evaluate the existing knowledge and skills of the students in terms of defined criteria as well as to include themselves in the evaluation process.…”

Section: Discussionmentioning

confidence: 99%

Assessment of Educational Game Materials and Poster Practices with Rubrics by Expert Educators and Students

Altay

Bozkurt

2018

JETS

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The purpose of this study was to investigate the difference between evaluations of the educational game materials and poster practices by students’ own peers and by expert educators using the rubrics created by expert educators and students together. Study included 10 students and 3 educators attended educational game materials course. Students were informed about basic skills of movement, game, game types, game equipment, analytical rubric, and educational game lectures were given to the students for 6 weeks and 80 minutes each week. 12-question knowledge test was used regarding educational games, analytical scoring rubrics, developing game materials and preparing posters. Materials and posters presented in the course were recorded. Evaluation scales were selected by students and expert teachers. Selected peers and educators evaluated 25 videos. One-way analysis of variance and correlation analysis were used for the reliability and repeatability measurements of the students and teachers. R values of 0.96-0.92 were found between students and 0.78-0.86 between educators. For knowledge tests of the groups, according to Wilcoxon paired two-sample test, there was a significant difference in test results (p<.05). The t test was used in the results of the student and educator video evaluations and there was no significant difference between the scores given by the expert educators and the students to the material and poster presentations (p>.05). In conclusion, this study showed that students could make evaluations as good as expert educators when given an answer key such as a scoring rubric that will help them in the evaluation.

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Section: Discussionmentioning

confidence: 99%

Assessment of Educational Game Materials and Poster Practices with Rubrics by Expert Educators and Students

Altay

Bozkurt

2018

JETS

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“…It was observed when national and international literature on SR was examined that there are studies on the use of SR in the assessment of the presentation skills and material assessment, on the development of SR related attitude scales and on the acquisition of student opinions (Erman Aslanoğlu and Kutlu, 2003;Kurt and İzmirli, 2010;Kutlu, Yıldırım and Bilican, 2009;Güneş and Soran, 2013). However, very few studies were determined as a result of the literature survey carried out on the use of SR for assessing the level at which students have understood a certain topic.…”

Section: Literature Reviewmentioning

confidence: 99%

Fen Bilimleri Dersinde Dereceli Puanlama Anahtarı Kullanımı ve Puanlama Anahtarına İlişkin Öğrenci Görüşleri: Bir Karma Yöntem Çalışması

Baykara¹

2020

TurkishStudies

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In addition to the (traditional) measurement and assessment approaches that indicate the ratio with which students have acquired the targeted behaviors of the course, there is also a need for (alternative) approaches which put forth the ratio with which students put to use the behaviors they acquire. It is important to use the proper measurement and assessment tool for each course. Undoubtedly, Science is one of these courses. The purpose of the present study was to use the Scoring Rubric (SR) which is one of the alternative measurement and assessment tools for the evaluation of the acquisition of secondary school students regarding a unit in Science course. Mixed method utilizing both qualitative and quantitative techniques has been used in the study. A semi-experimental model was used for collecting quantitative data, whereas case study pattern was used for the collection of qualitative data. The study group was comprised of a total of 25 students continuing 6 th grade at a state secondary school at the Gaziantep-Karkamış district center during the 2013-2014 academic year. Quantitative data were acquired using the Academic Success Test on the Particulate Structure and Characteristics of Matter. Whereas a semi-structured interview form was used for the acquisition of qualitative data. Two sample t-tests with one dependent and one independent were used for the quantitative dimension, while content analysis method was used for the qualitative data. Based on the quantitative data acquired as a result of the study, it was observed that the use SR when solving questions increases the success of students significantly and that gender does not play a role on student scores. Qualitative results put forth that SR reduces the time lost during assessment, that it guides both the teacher and the student, makes a positive impact on student learning and puts forth cases of inadequate learning.

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“…Klasik ölçme ve değerlendirme yaklaşımlarının öğrencinin sahip olduğu bilgileri ayrıntılı olarak nasıl kullandığı, karşılaştıkları sorun ya da problemleri nasıl çözdüğü ve hazırladıkları görevlerde bu bilgileri nasıl kullandığı konusunda çok az bilgi vermesinden dolayı performansa dayalı durum belirleme ve portfolyoya dayalı durum belirleme yaklaşımlarının önemi ise giderek artmıştır (Aslanoğlu ve Kutlu, 2003;Forker ve McDonald, 1996;Klenowski, aktaran Koraneekij, 2008;Lekamge ve Karunanayaka, 2007). Üst düzey zihinsel özelliklerin belirlenmesini amaçlayan portfolyolar, 1980'li yıllardan itibaren okullarda uygulanmaya başlanmıştır.…”

Section: Introductionunclassified

The Effect of Electronic Portfolio Applications on 6th Graders’ Research Skills

Demir¹,

Kutlu

2016

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Öğreti̇mde Sunu Beceri̇leri̇ni̇n Değerlendi̇ri̇lmesi̇nde Dereceli̇ Puanlama Anahtari (Rubric) Kullanilmasina İli̇şki̇n Bi̇r Araştirma

Cited by 9 publications

References 1 publication

Assessment of Educational Game Materials and Poster Practices with Rubrics by Expert Educators and Students

Assessment of Educational Game Materials and Poster Practices with Rubrics by Expert Educators and Students

Fen Bilimleri Dersinde Dereceli Puanlama Anahtarı Kullanımı ve Puanlama Anahtarına İlişkin Öğrenci Görüşleri: Bir Karma Yöntem Çalışması

The Effect of Electronic Portfolio Applications on 6th Graders’ Research Skills

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