Öğretmen Adaylarının Öğrenme Yaklaşımları ve Ölçme ve Değerlendirme Tercihleri Arasındaki İlişkinin İncelenmesi

Year 2019, Volume: 12 Issue: 1, 135 - 150, 31.01.2019

Pınar Karaman

https://doi.org/10.30831/akukeg.426168

Cited By: 1

Abstract

Bu
çalışmanın amacı öğretmen adayların öğrenme yaklaşımları ile ölçme ve
değerlendirme tercihleri arasındaki ilişkilerinin belirlenmesidir. Bu amaca
uygun olarak araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın
çalışma grubunu, 2016-2017 öğretim yılında Türkiye’nin bir eğitim fakültesinde
öğrenim gören 264 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının öğrenme
yaklaşımlarını ölçmek için Önder ve Beşoluk (2010) tarafından Türkçe’ye
uyarlanan “Düzenlenmiş İki Faktörlü Çalışma Süreci Ölçeği” kullanılmıştır.
Adayların ölçme ve değerlendirme tercihlerini ölçmek için ise Gülbahar ve
Büyüköztürk (2008) tarafından Türkçe’ye uyarlanan  “Ölçme ve Değerlendirme Tercihleri Ölçeği”
kullanılmıştır. Öğrenme yaklaşımları veri setinde yer alan derin öğrenme ve
yüzeysel öğrenme değişkenleri ile ölçme ve değerlendirme tercihleri veri
setinde yer alan geleneksel değerlendirme yöntemleri, alternatif değerlendirme
yöntemleri ve karmaşık-oluşturmacı, basit-seçmeli sınav türlerinden oluşan
değişkenler arasındaki ilişki kanonik korelasyon analizi ile incelenmiştir.
Kanonik korelasyon analizi sonucunda, öğretmen adaylarının benimsemiş oldukları
öğrenme yaklaşımları ile ölçme ve değerlendirme tercihleri arasında anlamlı bir
ilişki olduğu ortaya çıkmıştır.  

Keywords

öğrenme yaklaşımları, ölçme ve değerlendirme tercihleri

Investigating the Relationship between Learning Approaches and Assessment Preferences among Pre-service Teachers

Abstract

The purpose of this study is to examine the relationship between the pre-service teachers’ approaches to learning and assessment preferences. Relational model was used in this study. The participants of the study consisted of 264 pre-service teachers who enrolled in one of the teacher education programs in Turkey during the 2016-2017 academic years. The data of the study was obtained by the implementation of two different scales. In order to assess pre-service teachers’ approaches to learning, “Revised Two-factor Study Process Questionnaire” adapted to Turkish culture by Önder and Beşoluk (2010) was used. When it comes to determining pre-service teachers’ assessment preferences, “Assessment Preferences Inventory” adapted to Turkish culture by Gülbahar and Büyüköztürk (2008) was utilized. Canonical correlation analysis was performed to determine the relationship between learning approaches data set composed of deep approach to learning and surface approach to learning variables and assessment preferences data set composed of traditional, alternative, complex-constructivist, and simple-multiple choice variables. The results showed that significant relationships existed between approaches to learning and assessment preferences of pre-service teachers.          

Keywords

approaches to learning, assessment preferences, canonical correlation

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