Subject-Specific Science Teachers' Views of Alternative Assessment

Autor/in	Kolomuç, Ali
Titel	Subject-Specific Science Teachers' Views of Alternative Assessment
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 18 (2017) 8, Artikel 5 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Science Teachers; Teacher Attitudes; Alternative Assessment; Foreign Countries; High Stakes Tests; Objective Tests; Multiple Choice Tests; Concept Mapping; Inservice Teacher Education; Teacher Surveys; Science Curriculum; Secondary School Teachers; Secondary School Science; Test Format; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Objektiver Test; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Concept Map; Lehrerfortbildung; Testentwicklung; Statistische Analyse; Türkei
Abstract	This study aimed to discover subject-specific science teachers' views of alternative assessment. The questionnaire by Okur (2008) was adapted and deployed for data collection. The sample consisted of 80 subject-specific science teachers drawn from the cities of Trabzon, Rize and Erzurum in Turkey. In analyzing data, descriptive analysis was employed for identifying how often the subject-specific science teachers use the alternative assessment and which of the alternative assessment techniques are frequently preferred. Also, how gender variable affects their preference and/or self-competency was analyzed via independent samples t-test. In light of the results, it can be deduced that the subject-specific science teachers tended to use such traditional assessment techniques as multiple choice test, concept map, written test, and matching test. Further, the main barrier to involve the alternative assessment in science classes seems to be the high-staking nation-wide exams in Turkey that deploy only multiple-choice questions. Therefore, any change in assessment strategy of the high-staking nation-wide exams may foster teachers to enrich their preferences of alternative assessment and empower its possible use in science classes. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01