Design Implementation and Authentic Assessment of a Unit According to Concept-Based Interdisciplinary Approach

Autor/inn/en	Bolat, Yeliz; Karakus, Memet
Titel	Design Implementation and Authentic Assessment of a Unit According to Concept-Based Interdisciplinary Approach
Quelle	In: International Electronic Journal of Elementary Education, 10 (2017) 1, S.37-47 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Units of Study; Performance Based Assessment; Interdisciplinary Approach; Student Attitudes; Case Studies; Qualitative Research; Instructional Design; Concept Teaching; Elementary School Students; Grade 4; Foreign Countries; Instructional Effectiveness; Semi Structured Interviews; Diaries; Observation; Turkey + Suchen Sie Ihr Suchwort? Lerneinheit; Leistungsermittlung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerverhalten; Case study; Fallstudie; Case Study; Qualitative Forschung; Lesson concept; Lessonplan; Unterrichtsentwurf; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Unterrichtserfolg; Diary; Tagebuch; Beobachtung; Türkei
Abstract	In this study, students' views on the process of authentic assessment and implementation of a unit which was designed by using conceptbased interdisciplinary approach were examined. To achieve this, the influence of implementation on teaching-learning process and also students' perceptions about authentic assessment were investigated. The study was conducted as a case study which is one of the qualitative research designs. The sampling group was composed of 14 students. Data collected through interviews, observations and journals were analyzed with the help of content analysis method. Results indicate that students thought that the implemented activities were different from the previous ones. These activities made students' interest into lessons to increase and contributed to developing positive attitude and working collaboratively. Students also thought that authentic assessment activities were different from previous ones in terms of being oriented to learning process, being student-centered, requiring metacognitive strategies and usage of information about various disciplines. Interdisciplinary activities and the process of authentic assessment prepared by teachers consciously provided beneficial contributions for students to take responsibility of their learning and for teachers to make more realistic assessment. For this reason, it is useful for teachers to develop their skills in designing interdisciplinary programs and authentic assessment. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01