The use of open-ended items for giving feedback during the formative assessment process

Yıl 2022, , 109 - 125, 29.11.2022

Özge Altıntaş

https://doi.org/10.21449/ijate.1132981

Cited By: 2

Öz

Feedback plays an important role in classroom learning and teaching process. This study focuses on how feedback can be more effectively used in the formative assessment process. According to this purpose, the study first discusses the concept of student achievement and presents its changing nature in the 21st century. Subsequently, the study addresses higher-order thinking skills, the use of open-ended items in improving student achievement in the classroom, rubrics, formative assessment, and feedback. The study aims to present an exemplary measurement and assessment model that will contribute to the development of student achievement. Additionally, it examines the use of a feedback approach that will improve the power of using the knowledge of the students learned in lessons in daily life by associating it with basic life skills in the formative assessment process. Accordingly, teachers are provided with a unique means that they can easily use in improving classroom success. In the study, an open-ended item has been developed that has a real-life counterpart is used to provide information on the improving of student achievement, while a rubric used in scoring the answers to the item is also developed. The answer categories in the rubric show the place of the student in the distribution of success. Thus, teachers will be able to see what students can and cannot do, as well as be able to give accurate and realistic feedback on what needs to be done for the development of student achievement.

Anahtar Kelimeler

Student achievement, Formative assessment, Feedback, Open-ended items, Classroom assessment, Scoring rubric

İzlemeye dayalı durum belirleme sürecinde açık uçlu maddelerin geribildirim verme amaçlı kullanımı

Öz

Geribildirim, sınıf içi öğrenme ve öğretme sürecinde önemli bir rol oynamaktadır. Bu çalışma, geribildirimin izlemeye dayalı durum belirleme sürecinde nasıl daha etkin kullanılabileceğine odaklanmaktadır. Bu amaçla öncelikle, öğrenci başarısı kavramı ele alınmış, öğrenci başarısının 21. yüzyılda değişen anlayışı sunulmuştur. Daha sonra üst düzey düşünme becerileri, sınıf içi öğrenci başarısının geliştirilmesinde açık uçlu maddelerin kullanımı, dereceli puanlama anahtarı, izlemeye dayalı durum belirleme ve geribildirim üzerinde durulmuştur. Çalışmanın temel amacı öğrenci başarısının gelişimine katkı sağlayacak örnek bir ölçme ve durum belirleme modeli sunmaktır. Çalışmada derste öğrenilen bilgilerin, temel yaşam becerileriyle ilişkilendirilerek günlük yaşamda kullanma gücünü geliştirecek bir geribildirim verme yaklaşımının izlemeye dayalı durum belirleme sürecinde kullanımı ele alınmıştır. Bu yolla öğretmenlere sınıf içi başarının geliştirilmesinde kolaylıkla kullanabilecekleri özgün bir yol sunulmuş olacaktır. Çalışmada öğrenci başarısının gelişimi için bilgi verecek ve gerçek yaşamda karşılığı bulunan bir açık uçlu madde ile maddeye verilen yanıtların puanlanmasında kullanılan bir dereceli puanlama anahtarı da geliştirilmiştir. Puanlama anahtarındaki yanıt kategorileri öğrencinin başarı dağılımındaki yerini göstermektedir. Bu yolla öğretmenler, öğrencilerin hem neleri yaptıklarını ve yapamadıklarını görebilecekler hem de yapılması gerekenler hakkında doğru ve gerçekçi geribildirim verebileceklerdir.

Anahtar Kelimeler

Öğrenci başarısı, İzlemeye dayalı durum belirleme, Geribildirim, Açık uçlu maddeler, Sınıf içi durum belirleme, Dereceli puanlama anahtarı

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