An Investigation of the Questions Mathematics Teachers Use on Exams

Autor/in	Güler, Mustafa
Titel	An Investigation of the Questions Mathematics Teachers Use on Exams
Quelle	In: Journal of Pedagogical Research, 5 (2021) 1, S.141-153 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Güler, Mustafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3717
Schlagwörter	Middle School Teachers; Mathematics Teachers; Middle School Mathematics; Mathematics Tests; Test Format; Preferences; Test Items; Mathematics Skills; Difficulty Level; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Testentwicklung; Test content; Testaufgabe; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schwierigkeitsgrad; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Türkei
Abstract	The extent to which the targeted outcomes in education are achieved can be determined by the educational assessment process. Although various alternative ways of assessment have arisen in recent decades, written examinations are still widely used by teachers. This study aims to determine the quality of the questions used by middle school mathematics teachers on exams. Program for International Student Assessment (PISA) proficiency levels framework constitutes the theoretical framework of the study, in which the document analysis method is adopted. In this study, where a total of 1252 written questions were examined, it was observed that teachers mostly preferred open-ended questions in terms of question types. The analysis of the questions in terms of proficiency level showed that teachers mostly preferred the questions at Level 1 and Level 2 at low cognitive level. Level 5 and Level 6 questions were never encountered at all grade levels. In the light of results, some suggestions are made for further research. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01