Classroom Assessment: The Psychological and Theoretical Foundations of the Formative Assessment

Year 2022, Volume: 9 Issue: Special Issue, 19 - 27, 29.11.2022

Seval Kula Kartal

https://doi.org/10.21449/ijate.1127958

Cited By: 2

Abstract

The change of the learning and teaching definitions in psychology has also changed the nature of classroom assessment implementations. One of these important changes is that the targeted skills in the classroom assessment, and item structures utilized to measure these skills have changed. Teachers have started to use items and tasks that can represent the significant knowledge and skills of subject better and provide rich information and evidence for students’ development rather than utilizing items measuring only remembering the bits of knowledge or simple comprehension. The second important change has taken place in terms of why and how teachers and students use classroom assessment. Although there are a few studies on the change of targeted skills and item structures used in the classroom assessment in the related national literature, the number of studies providing information on how to apply classroom assessment in line with its recent definitions, aims and implementation is still limited. Thus, the current study aims at providing guiding information on why and how to implement classroom assessment to develop students’ learning, motivation, and self-assessment skills.

Keywords

Formative assessment, Classroom assessment, Educational measurement

Sınıf İçi Ölçme: Biçimlendirici Durum Belirlemenin Psikolojik ve Kuramsal Temelleri

Abstract

Bilişsel yaklaşımda öğrenme ve öğretime ilişkin yapılan tanımların değişmesi sınıf içi ölçme uygulamalarının doğasında da bazı değişmeler meydana getirmiştir. Bu önemli değişimlerden biri ölçülen becerilerin ve madde yapılarının değişmesi olmuştur. Ölçme uygulamalarında birbiriyle bağlantısız bilgi parçalarının hatırlanması ve basit anlamayı ölçen maddelerden çok, her konu alanındaki önemli bilgi ve becerilerin daha iyi biçimde temsil edilmesini ve öğrencilerin düşünme süreçlerine ilişkin zengin bilgi ve kanıtların elde edilmesini sağlayan maddeler ve görevler kullanılmaya başlanmıştır. İkinci önemli değişim ise öğretmenlerin ve öğrencilerin sınıf içi durum belirleme uygulamalarını kullanım amaçlarında ve biçimlerinde meydana gelmiştir. Ölçme uygulamalarında ölçülen beceriler ve kullanılan madde yapılarında gözlenen değişimlere ilişkin rehberlik eden kaynaklar ulusal alan yazında sınırlı sayıda da olsa bulunmaktadır. Ancak, sınıf içi durum belirleme uygulamalarının kullanım amaçlarında ve biçimlerinde meydana gelen değişimlere ve sınıf içinde durum belirlemelerin etkili biçimde nasıl uygulanacağına ilişkin bilgi sağlayan kaynaklar ulusal alan yazında hala çok yetersizdir. Bu nedenle, bu çalışmada sınıf içi durum belirleme uygulamalarının öğrencilerin öğrenmelerini, güdülenmelerini ve öz düzenleme becerilerini geliştirmek amacıyla kullanımına yol gösterici olacak bilgilerin ortaya koyulması amaçlanmıştır.

Keywords

Biçimlendirici durum belirleme, Sınıf içi ölçme ve durum belirleme, Eğitsel ölçme

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