Teachers' perceptions about their measurement and evaluation practices in science and technology course
Year: 2011
Type: article
Study design: Observational Study
Abstract: The aim of this study was to compare according to different variables teachers’ perceptions abouttheir measurement and evaluation practices in science and technology course in fourth and fifth grade ofelementary school. In this study which was carried out according to the quantitative research methodology, thesurvey method was applied. The study data was gathered from 175 elementary teachers who taught at KaradenizEreğli, Zonguldak. To obtain data, perception of measurement and evaluation practices developed by theresearcher were used. The tool had two sub-factor including 18 statements. The results of the study indicated thatteachers tended to prefer traditional measurement and evaluation practices in science and technology courses. Onthe other hand, while there was no statistically significant difference in teachers’ perceptions of the quality andpurposes of the methods and the tools they use on in terms of gender, experience degree and participation in inservicecourses, whereas their consideration of self-efficacy led to statistically significant differences. It wasfound that teachers who considered themselves self-efficient in terms of measurement and evaluation had higherlevels of perception towards science and technology courses taught in the first level of elementary education
Source: DergiPark (Istanbul University)
DOI: 10.17051/io.89698
Author: Süleyman Yaman
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1558097671