Ölçme ve değerlendirme ile ilgili temel kavramlar

Yaşar, Metin

doi:10.14527/9786055885168.02

Cited by 5 publications

(6 citation statements)

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“…In this context, considering that new measurement and evaluation approaches are emerging in education day by day, alternative assessment-evaluation; includes multiple-choice, timed, several classroom assessments, and evaluations that differ from a trial approach that characterize most standard tests, which aim to evaluate the student more fully and take their cognitive, motor, affective, ethical and other areas' development into account (Zmbicki, 2007). Alternative assessment is a type of assessment proposed as a modern approach because of the reasons such as the focus of traditional assessments on student achievement in isolation from the real world, inadequacy of assessment tools to show what students can do, assessment results that are not used effectively by teachers to identify learning difficulties and provide feedback to students, and its main aim focusing on grading student achievement rather than focusing on learning or educational experiences (Karaca, 2008). In this sense, alternative assessment involves authentic evaluations that include assessing skills by assigning students a task in the desired learning area and using assessment tools (rubrics) whose effectiveness and reliability are ensured in that task and associating the learning with real-life situations (Adanalı & Doğanay, 2007).…”

Section: Introductionmentioning

confidence: 99%

Matematik Eğitiminde Parametre İndirgeme ile Nano Topoloji Tabanlı Bir Değerlendirme

Topal

AKÜREK

Duran

2023

Disiplinlerarası Eğitim Araştırmaları Dergisi

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The purpose of this study is to compare eight evaluations and is to give an assessment in mathematics education via nano-topology. The effectiveness of the nano-topology method is evaluated by learning readiness, in-class performance, responsibility, parental awareness, behaviour, interest, success points at the end of the term, and exam points. Despite the lack of a theoretical contribution, the study provides insight into the use of nano-topology in parameter reduction. In this regard, it is suggested that similar evaluations can be made using traditional statistical methods and machine learning techniques.

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Section: Introductionmentioning

confidence: 99%

Matematik Eğitiminde Parametre İndirgeme ile Nano Topoloji Tabanlı Bir Değerlendirme

Topal

AKÜREK

Duran

2023

Disiplinlerarası Eğitim Araştırmaları Dergisi

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“…The evaluation process is called the process in which the criterion is determined and agreed, and the results of measurement are needed for the evaluation process. Evaluation without measurement is not possible (Yaşar, 2008). Measurement and evaluation activities play a significant role in identifying and addressing students' deficiencies and improving their perceptions towards the course (Semerci, 2008).…”

Section: Introductionmentioning

confidence: 99%

Quality In Education: The Qualifications Of Primary Education Teachers To Use Measurement And Evaluation Methods In Trnc

2023

qas

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To determine the effectiveness of the activities in the education and training process and to provide feedback on the inputs and outputs of the system, quantitative and qualitative data are collected from students and the collected data are analyzed and interpreted. All these processes take place within the scope of educational measurement and evaluation activities. Measurement and evaluation activities are practices frequently conducted by teachers in the classroom to monitor the education and training process, which makes them an important element of the teaching process. The main purpose of this research is to reveal the competence of primary school teachers in the Turkish Republic of Northern Cyprus TRNC to use measurement and evaluation methods. This study aims to determine the qualifications of teachers in measurement and evaluation practices and uses the relational screening design, one of the quantitative research methods. The study population consists of 276 teachers working in primary schools in the TRNC in the 2020-2021 academic year. The research data were collected through the Recommended Measurement and Evaluation Practices Scale and the Applied Measurement and Evaluation Techniques Form. The SPPS 26.0 statistical software was used to analyze the data obtained. The study results showed that male teachers' recommended measurement and evaluation levels and the levels of measurement and evaluation techniques applied are higher than female teachers. In addition, there was a positive correlation between the scales used.

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“…It will be possible to evaluate the measurements obtained from exams. This means that it is necessary to decide whether learning is enough (Yaşar, 2017). The examination in which this decision will be made must meet certain criteria.…”

Section: Introductionmentioning

confidence: 99%

Enformatik Dersi için Başarı Testi Geliştirme Çalışması: Güvenilirlik ve Geçerlilik İşlemleri

Meriçelli

Güyer

2020

Kastamonu Eğitim Dergisi

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ÖzBu çalışmanın amacı geçerlilik ve güvenilirlik çalışmalarının yapıldığı bir enformatik dersi başarı testi geliştirmektir. İlk olarak, 25 alt konuya, her birine 2 katı soru olacak şekilde, bir içerik ağacında 80 çoktan seçmeli soru belirlenmiştir. 8 uzmana sorular sorulmuş ve sorular ve soruların ait olduğu birimler üzerinde kapsam geçerlilik indeksi hesaplanmıştır. Test için hesaplanan kapsam geçerlilik endeksi 0,91'dir. Başarı testi 21 BÖTE 3. sınıf öğrencisine uygulanmıştır. TAP programı yardımıyla madde analizi yapılmıştır. Kuder-Richardson-20 Güvenilirlik katsayısı değeri 0,858 olarak hesaplanmıştır. Her alt konuda madde ayırt edicilik ve madde zorluk değerleri uygun olan maddeler belirlenerek toplamda 40 soruluk teste ulaşılmıştır. Elde edilen testte ortalama madde zorluk değeri 0,638 olarak bulunmuştur. Bu durum madde zorluğunun orta düzeyde olduğu anlamına gelmektedir. Ortalama madde ayırt ediciliği 0,444 olarak bulunmuştur. Bu değer madde ayırt edicilik özelliğinin çok iyi düzeyde olduğu anlamına gelmektedir. 40 çoktan seçmeli soruya indirgenmiş geçerlilik ve güvenilirlik süreçleri yapıldığı için, test güvenilir ve geçerlidir, farklı enformatik dersleri için bir başarı testi olarak kullanılabilir. AbstractThe purpose of this study is to develop an Informatics course achievement test that validity and reliability studies have been carried out. First, 80 multiple choice questions were determined in a content tree, which is 2 times for each sub-subject(n=25). Questions were asked to 8 experts and the content validity index was calculated on the questions and the units to which the questions belong. The content validity index calculated for the test was 0.91. The achievement test was applied to 21 CEIT 3rd-grade students. Item analysis was carried out with the help of the TAP program. Kuder-Richardson-20 Reliability coefficient value was calculated as 0.858. In each sub-item, item discrimination and item difficulty values were determined and a total of 40 questions were reached as a result. In the obtained test, the mean item difficulty value was found to be 0.638. This means that the item difficulty is average. The mean item discrimination was found to be 0.444. This value means that the item discrimi-nation is very good. Since the validity and reliability pro-cesses reduced to 40 multiple-choice questions have been conducted, the test is reliable and valid can be used as an achievement test for different informatics courses.

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Ölçme ve değerlendirme ile ilgili temel kavramlar

Cited by 5 publications

References 0 publications

Matematik Eğitiminde Parametre İndirgeme ile Nano Topoloji Tabanlı Bir Değerlendirme

Matematik Eğitiminde Parametre İndirgeme ile Nano Topoloji Tabanlı Bir Değerlendirme

Quality In Education: The Qualifications Of Primary Education Teachers To Use Measurement And Evaluation Methods In Trnc

Enformatik Dersi için Başarı Testi Geliştirme Çalışması: Güvenilirlik ve Geçerlilik İşlemleri

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