Classroom Teachers' Perceptions about the Use of Alternative Assessment and Evaluation Methods in Mathematics Courses
Yükleniyor...
Tarih
2011
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Turkish Education Assoc
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study aimed to purport class teachers' perceptions on alternative assessment processes proposed by new Primary Mathematics Course Curriculum for grades 1 to 5. The study was conducted with the participation of 214 teachers in 2009-2010 academic year. The data were gathered by a five-likert-type questionnaire. The data's reliability (The Cronbach's Alpha) was identified as 0.86 and analyzed through descriptive statistics. The results of the study revealed that teachers' perceptions about assessment processes are in accordance with those proposed by the program. However, teachers' responses towards the statement of 'students should be provided with the opportunity to present their products in the class.' was generally identified as 'sometimes'. Nevertheless, this response does not match with the program and may mean that teachers do not perceive project presentations as an important assessment tool.
Açıklama
Anahtar Kelimeler
Mathematics, alternative assessment, evaluation, opinions, classroom teachers
Kaynak
Egitim Ve Bilim-Education And Science
WoS Q Değeri
Q4
Scopus Q Değeri
Q3
Cilt
36
Sayı
159
Künye
Toptaş, V. (2011). Sınıf öğretmenlerinin matematik dersinde alternatif ölçme ve değerlendirme yöntemlerinin kullanımı ile ilgili algıları. Eğitim ve Bilim, 36(159), 205 - 219.
