The aim of this study is to investigate the effect of positive error climate in classrooms on middle school students' error orientations and attitudes towards mathematics. The data of the research were collected in the 2021-2022 academic year. The participants of the study consisted of 44 students in two 6th grade classes in a middle school in the city of Van, Türkiye. Quasi-experimental design was used in the research and the pre and post scores of the experimental and comparison groups were compared before and after the study. The data obtained using the "Mathematics Attitude Scale" and the "Error Climate Scale" were analyzed to examine the differences within and between groups. As a result of the findings, it was seen that the positive error climate in the experimental group made a positive significant difference both on the attitude towards mathematics and on error orientations of the students. No significant change was observed at the end of the study in the comparison group in which a neutral error climate was applied. The interviews with the course teacher who carried out the application and the observations made in the classroom reinforced the positive effect of the application. Positive error climate can be seen as a part of formative assessment as it has a corrective effect on teaching in the process.
{"title":"The effect of positive error climate on affective domains in mathematics teaching","authors":"Merve Özkaya, Senem Kalaç, A. Konyalioğlu","doi":"10.21449/ijate.1121828","DOIUrl":"https://doi.org/10.21449/ijate.1121828","url":null,"abstract":"The aim of this study is to investigate the effect of positive error climate in classrooms on middle school students' error orientations and attitudes towards mathematics. The data of the research were collected in the 2021-2022 academic year. The participants of the study consisted of 44 students in two 6th grade classes in a middle school in the city of Van, Türkiye. Quasi-experimental design was used in the research and the pre and post scores of the experimental and comparison groups were compared before and after the study. The data obtained using the \"Mathematics Attitude Scale\" and the \"Error Climate Scale\" were analyzed to examine the differences within and between groups. As a result of the findings, it was seen that the positive error climate in the experimental group made a positive significant difference both on the attitude towards mathematics and on error orientations of the students. No significant change was observed at the end of the study in the comparison group in which a neutral error climate was applied. The interviews with the course teacher who carried out the application and the observations made in the classroom reinforced the positive effect of the application. Positive error climate can be seen as a part of formative assessment as it has a corrective effect on teaching in the process.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41925222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
After providing key definitions well as substantial supportive evidence for the instructional process under consideration, this analysis identifies a serious shortcoming in the way that many U.S. educators are currently encouraging teachers' adoption of the formative-assessment process--a teaching approach informed by students' en route test performances during instruction. After identifying the basics of the formative assessment process, and the manner in which reports of students' en route assessment performances should be built, it is claimed that formative assessment will attain its much-lauded learning payoffs only when short reports, easily used by both teachers and students, are routinely employed.
{"title":"Formative assessment: Stalled by too few right-size reports","authors":"W. Popham","doi":"10.21449/ijate.1196705","DOIUrl":"https://doi.org/10.21449/ijate.1196705","url":null,"abstract":"After providing key definitions well as substantial supportive evidence for the instructional process under consideration, this analysis identifies a serious shortcoming in the way that many U.S. educators are currently encouraging teachers' adoption of the formative-assessment process--a teaching approach informed by students' en route test performances during instruction. After identifying the basics of the formative assessment process, and the manner in which reports of students' en route assessment performances should be built, it is claimed that formative assessment will attain its much-lauded learning payoffs only when short reports, easily used by both teachers and students, are routinely employed.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45351168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to determine the practices of middle school 8th grade Turkish teachers towards comprehension (reading) teaching in the process of learning-teaching Turkish lessons and how long they allocate for these practices. The model of the research is the case study model, which is one of the qualitative research methods. The participants of the study consist of five Turkish teachers who gave eighth grade Turkish lessons in the 2019-2020 academic year and participated in the study voluntarily. In the study, an "Observation Form" developed by the researcher was used as the data collection tools. Literature review was used in the development of measurement tools, expert opinion was obtained, and the level of harmony between coders was examined. Descriptive statistical techniques (frequency, percentage, average, etc.) were used to analyze the data. In the study, each of the teachers wrote five to the poem text "Kaldırımlar" (Sidewalks) in the theme "Individual and Society", the informative text "Gündelik Hayatımızda E-Hastalıklar" (E-Diseases in Our Daily Life) in the "Science and Technology" theme and the narrative text "Göç Destanı" (Epic of Migration) under the theme "Our National Culture" lesson time (600 minutes) had been allocated. Accordingly, 75 lesson hours (3000 minutes) of five Turkish teachers were observed in total. As a result, it was seen that 8th grade Turkish lesson teachers, whose teaching process was observed in our study, used only the texts and activities related to the texts while applying comprehension (reading) strategies in the Turkish lesson learning-teaching process.
{"title":"An observational look at classroom practices in the Turkish language teaching process","authors":"Mustafa Köroğlu, Ahmet Balcı","doi":"10.21449/ijate.1109800","DOIUrl":"https://doi.org/10.21449/ijate.1109800","url":null,"abstract":"The aim of this study is to determine the practices of middle school 8th grade Turkish teachers towards comprehension (reading) teaching in the process of learning-teaching Turkish lessons and how long they allocate for these practices. The model of the research is the case study model, which is one of the qualitative research methods. The participants of the study consist of five Turkish teachers who gave eighth grade Turkish lessons in the 2019-2020 academic year and participated in the study voluntarily. In the study, an \"Observation Form\" developed by the researcher was used as the data collection tools. Literature review was used in the development of measurement tools, expert opinion was obtained, and the level of harmony between coders was examined. Descriptive statistical techniques (frequency, percentage, average, etc.) were used to analyze the data. In the study, each of the teachers wrote five to the poem text \"Kaldırımlar\" (Sidewalks) in the theme \"Individual and Society\", the informative text \"Gündelik Hayatımızda E-Hastalıklar\" (E-Diseases in Our Daily Life) in the \"Science and Technology\" theme and the narrative text \"Göç Destanı\" (Epic of Migration) under the theme \"Our National Culture\" lesson time (600 minutes) had been allocated. Accordingly, 75 lesson hours (3000 minutes) of five Turkish teachers were observed in total. As a result, it was seen that 8th grade Turkish lesson teachers, whose teaching process was observed in our study, used only the texts and activities related to the texts while applying comprehension (reading) strategies in the Turkish lesson learning-teaching process.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46671340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the current study is to examine the map reading skills of Social Studies pre-service teachers with orienteering, which is an activity-based and more active practice. To this end, a total of 10 students attending the Department of Social Studies Teaching in the Education Faculty of Burdur Mehmet Akif Ersoy University and taking the course of Map Skills and Applications were selected. An analytical rubric consisting of four criteria and scored in four categories was used to collect data in the study. The content validity of the developed rubric was calculated with the Davis Technique and it was thought that sufficient evidence was obtained for the content validity. During the orienteering activity, the map reading skills of the students were scored by 5 raters with this rubric in terms of four criteria, direction/location, recognizing signs/symbols, using landforms and managing time. They were examined with the many-facet Rasch model (MFRM). Map reading skills were evaluated according to the severity/leniency of the raters and the difficulty of the students in exhibiting the behavior. The results of the analysis showed that the agreement between the raters was found to be good. It was also concluded that the most difficult skill is determining direction/location and the easiest skill is using landforms.
本研究的目的是通过定向运动来检验社会研究职前教师的地图阅读技能，定向运动是一种基于活动的、更积极的实践。为此，共挑选了10名学生，他们就读于Burdur Mehmet Akif Ersoy大学教育学院社会研究教学系，并选修了地图技能和应用课程。研究中使用了一个由四个标准组成并在四个类别中评分的分析准则来收集数据。使用Davis技术计算了所开发的量规的内容有效性，认为为内容有效性提供了充分的证据。在定向越野活动中，5名评分员用该评分标准对学生的地图阅读技能进行了评分，包括方向/位置、识别标志/符号、使用地形和管理时间四个标准。他们用多方面Rasch模型（MFRM）进行了检查。根据评分者的严厉程度/宽容程度以及学生表现行为的难度来评估地图阅读技能。分析结果表明，评分者之间的一致性很好。研究还得出结论，最困难的技能是确定方向/位置，而最简单的技能是使用地形。
{"title":"Examination of map reading skills with orienteering activity: An example of Many Facet Rasch Model","authors":"Şeyma Uyar, Onur Yayla, Hidayet Zünber","doi":"10.21449/ijate.1116273","DOIUrl":"https://doi.org/10.21449/ijate.1116273","url":null,"abstract":"The purpose of the current study is to examine the map reading skills of Social Studies pre-service teachers with orienteering, which is an activity-based and more active practice. To this end, a total of 10 students attending the Department of Social Studies Teaching in the Education Faculty of Burdur Mehmet Akif Ersoy University and taking the course of Map Skills and Applications were selected. An analytical rubric consisting of four criteria and scored in four categories was used to collect data in the study. The content validity of the developed rubric was calculated with the Davis Technique and it was thought that sufficient evidence was obtained for the content validity. During the orienteering activity, the map reading skills of the students were scored by 5 raters with this rubric in terms of four criteria, direction/location, recognizing signs/symbols, using landforms and managing time. They were examined with the many-facet Rasch model (MFRM). Map reading skills were evaluated according to the severity/leniency of the raters and the difficulty of the students in exhibiting the behavior. The results of the analysis showed that the agreement between the raters was found to be good. It was also concluded that the most difficult skill is determining direction/location and the easiest skill is using landforms.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45048487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reading comprehension is one of the essential skills for students as they make a transition from learning to read to reading to learn. Over the last decade, the increased use of digital learning materials for promoting literacy skills (e.g., oral fluency and reading comprehension) in K-12 classrooms has been a boon for teachers. However, instant access to reading materials, as well as relevant assessment tools for evaluating students’ comprehension skills, remains to be a problem. Teachers must spend many hours looking for suitable materials for their students because high-quality reading materials and assessments are primarily available through commercial literacy programs and websites. This study proposes a promising solution to this problem by employing an artificial intelligence (AI) approach. We demonstrate how to use advanced language models (e.g., OpenAI’s GPT-2 and Google’s T5) to automatically generate reading passages and items. Our preliminary findings suggest that with additional training and fine-tuning, open-source language models could be used to support the instruction and assessment of reading comprehension skills in the classroom. For both automatic story and item generation, the language models performed reasonably; however, the outcomes of these language models still require a human evaluation and further adjustments before sharing them with students. Practical implications of the findings and future research directions are discussed.
{"title":"Automatic story and item generation for reading comprehension assessments with transformers","authors":"O. Bulut, S. Yildirim-Erbasli","doi":"10.21449/ijate.1124382","DOIUrl":"https://doi.org/10.21449/ijate.1124382","url":null,"abstract":"Reading comprehension is one of the essential skills for students as they make a transition from learning to read to reading to learn. Over the last decade, the increased use of digital learning materials for promoting literacy skills (e.g., oral fluency and reading comprehension) in K-12 classrooms has been a boon for teachers. However, instant access to reading materials, as well as relevant assessment tools for evaluating students’ comprehension skills, remains to be a problem. Teachers must spend many hours looking for suitable materials for their students because high-quality reading materials and assessments are primarily available through commercial literacy programs and websites. This study proposes a promising solution to this problem by employing an artificial intelligence (AI) approach. We demonstrate how to use advanced language models (e.g., OpenAI’s GPT-2 and Google’s T5) to automatically generate reading passages and items. Our preliminary findings suggest that with additional training and fine-tuning, open-source language models could be used to support the instruction and assessment of reading comprehension skills in the classroom. For both automatic story and item generation, the language models performed reasonably; however, the outcomes of these language models still require a human evaluation and further adjustments before sharing them with students. Practical implications of the findings and future research directions are discussed.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45630379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The overall aim of the study was to examine the effects of the discussion-oriented flipped learning environments on the achievements, satisfaction levels, and high-ordered thinking skills of students. This semi-experimentally planned research was prepared in accordance with the 3x2 factorial design and conducted with a group of 190 second-year coeducational students attending their undergraduate education at Uşak University. A six-week application was conducted with three groups of students, who were classified as participating in discussions in the newly-developed discussion-oriented flipped learning environments with mandatory, voluntary, and non-attendee participation status. As the data collection tool of the research, achievement tests consisting of multiple choice and open-ended questions were used together with the satisfaction scales (related to videos, discussions, and general environment) developed by the researcher. As a result of the posttests applied after the application, it was determined that the overall achievement scores of the students, who participated in the discussions in discussion-oriented flipped learning environments, were significantly higher than those who did not participate in the discussions. It was determined that there was statistically no significant difference between the satisfaction levels of students concerning the videos, while the discussion satisfaction levels of students who participated on a mandatory basis were statistically significantly higher compared to those who participated on a voluntary basis. In terms of high-ordered thinking skill scores, it was determined that mandatory or voluntary participation in discussions in flipped learning environments have a significant and positive impact on high-ordered thinking skills, in comparison to the non-participation.
{"title":"Examining the effectiveness of discussion-oriented flipped learning environments","authors":"Erdi Okan Yılmaz, Nurettin Simsek","doi":"10.21449/ijate.1126788","DOIUrl":"https://doi.org/10.21449/ijate.1126788","url":null,"abstract":"The overall aim of the study was to examine the effects of the discussion-oriented flipped learning environments on the achievements, satisfaction levels, and high-ordered thinking skills of students. This semi-experimentally planned research was prepared in accordance with the 3x2 factorial design and conducted with a group of 190 second-year coeducational students attending their undergraduate education at Uşak University. A six-week application was conducted with three groups of students, who were classified as participating in discussions in the newly-developed discussion-oriented flipped learning environments with mandatory, voluntary, and non-attendee participation status. As the data collection tool of the research, achievement tests consisting of multiple choice and open-ended questions were used together with the satisfaction scales (related to videos, discussions, and general environment) developed by the researcher. As a result of the posttests applied after the application, it was determined that the overall achievement scores of the students, who participated in the discussions in discussion-oriented flipped learning environments, were significantly higher than those who did not participate in the discussions. It was determined that there was statistically no significant difference between the satisfaction levels of students concerning the videos, while the discussion satisfaction levels of students who participated on a mandatory basis were statistically significantly higher compared to those who participated on a voluntary basis. In terms of high-ordered thinking skill scores, it was determined that mandatory or voluntary participation in discussions in flipped learning environments have a significant and positive impact on high-ordered thinking skills, in comparison to the non-participation.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46343306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Assessing students’ online learning readiness is important since numerous countries have started online learning at all education levels during the Covid-19 pandemic in the 21st century. By taking students’ online learning readiness level into account, it will be easier to establish on-target online learning environments. Although there are a number of online learning readiness scales available aiming at higher-education students in the Turkish setting, there is no scale available specifically for high-school students. This study, therefore, aims to develop a valid and reliable scale to identify the levels of online learning readiness for high school students in Türkiye. In order to develop an Online Learning Readiness Scale for high school students, a mixed-method exploratory sequential design was employed in this study. The first sample consisted of 916 students and the second sample consisted of 323 students who had previously experienced an online learning environment. The data were analyzed through exploratory factor analysis and confirmatory factor analysis. Validity and reliability evidences were also provided. The final version of the scale consisted of a total of 16 items in three dimensions; namely, computer self-efficacy, internet self-efficacy, and self-learning and explained 65.76% of the variance. The results of the study indicate that the Online Learning Readiness Scale (OLRS) developed in this particular study is a reliable and valid measurement tool in the assessment of online learning readiness levels of high school students in Türkiye and is expected to guide researchers and practitioners who focus on assessing high school students’ online learning readiness levels.
{"title":"The development of an online learning readiness scale for high school students","authors":"M. Ramazanoğlu, Sungur Gürel, A. Çetin","doi":"10.21449/ijate.1125823","DOIUrl":"https://doi.org/10.21449/ijate.1125823","url":null,"abstract":"Assessing students’ online learning readiness is important since numerous countries have started online learning at all education levels during the Covid-19 pandemic in the 21st century. By taking students’ online learning readiness level into account, it will be easier to establish on-target online learning environments. Although there are a number of online learning readiness scales available aiming at higher-education students in the Turkish setting, there is no scale available specifically for high-school students. This study, therefore, aims to develop a valid and reliable scale to identify the levels of online learning readiness for high school students in Türkiye. In order to develop an Online Learning Readiness Scale for high school students, a mixed-method exploratory sequential design was employed in this study. The first sample consisted of 916 students and the second sample consisted of 323 students who had previously experienced an online learning environment. The data were analyzed through exploratory factor analysis and confirmatory factor analysis. Validity and reliability evidences were also provided. The final version of the scale consisted of a total of 16 items in three dimensions; namely, computer self-efficacy, internet self-efficacy, and self-learning and explained 65.76% of the variance. The results of the study indicate that the Online Learning Readiness Scale (OLRS) developed in this particular study is a reliable and valid measurement tool in the assessment of online learning readiness levels of high school students in Türkiye and is expected to guide researchers and practitioners who focus on assessing high school students’ online learning readiness levels.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47646966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Feedback plays an important role in classroom learning and teaching process. This study focuses on how feedback can be more effectively used in the formative assessment process. According to this purpose, the study first discusses the concept of student achievement and presents its changing nature in the 21st century. Subsequently, the study addresses higher-order thinking skills, the use of open-ended items in improving student achievement in the classroom, rubrics, formative assessment, and feedback. The study aims to present an exemplary measurement and assessment model that will contribute to the development of student achievement. Additionally, it examines the use of a feedback approach that will improve the power of using the knowledge of the students learned in lessons in daily life by associating it with basic life skills in the formative assessment process. Accordingly, teachers are provided with a unique means that they can easily use in improving classroom success. In the study, an open-ended item has been developed that has a real-life counterpart is used to provide information on the improving of student achievement, while a rubric used in scoring the answers to the item is also developed. The answer categories in the rubric show the place of the student in the distribution of success. Thus, teachers will be able to see what students can and cannot do, as well as be able to give accurate and realistic feedback on what needs to be done for the development of student achievement.
{"title":"The use of open-ended items for giving feedback during the formative assessment process","authors":"Özge Altıntaş","doi":"10.21449/ijate.1132981","DOIUrl":"https://doi.org/10.21449/ijate.1132981","url":null,"abstract":"Feedback plays an important role in classroom learning and teaching process. This study focuses on how feedback can be more effectively used in the formative assessment process. According to this purpose, the study first discusses the concept of student achievement and presents its changing nature in the 21st century. Subsequently, the study addresses higher-order thinking skills, the use of open-ended items in improving student achievement in the classroom, rubrics, formative assessment, and feedback. The study aims to present an exemplary measurement and assessment model that will contribute to the development of student achievement. Additionally, it examines the use of a feedback approach that will improve the power of using the knowledge of the students learned in lessons in daily life by associating it with basic life skills in the formative assessment process. Accordingly, teachers are provided with a unique means that they can easily use in improving classroom success. In the study, an open-ended item has been developed that has a real-life counterpart is used to provide information on the improving of student achievement, while a rubric used in scoring the answers to the item is also developed. The answer categories in the rubric show the place of the student in the distribution of success. Thus, teachers will be able to see what students can and cannot do, as well as be able to give accurate and realistic feedback on what needs to be done for the development of student achievement.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42184809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to reveal how peer- and self-assessment practices influence the writing skills of 9th grade students. The study adopted mixed-methods explanatory design. The participants were 102 students attending a public school in Ankara. The quantitative data were collected through a quasi-experimental method, and qualitative data were collected through a case study. There were three groups of participants in this study: the 1st experimental group in which peer-assessment was carried out with 34 participants; the 2nd experimental group in which self-assessment was conducted with 34 students, and 34 students in the control group. The interventions lasted 7 weeks. Writing performance tasks and rubrics were used to gather quantitative data while a Semi-Structured Interview Form was used to collect the qualitative data. For the analysis, paired samples t-test, ANOVA, and content analysis were used. The findings revealed that there was a significant difference between pre-test and post-test scores of experimental groups in which peer and self-assessments were conducted whereas there was not a significant difference between the scores of the control group. The findings of ANOVA, the post-test results of the experimental and control groups showed that there was a significant difference between all groups in favor of the 1st experimental group in which peer assessment was applied. The qualitative findings of the study corroborate the quantitative findings. Hence, we can conclude that peer and self-assessment practices were effective both in the development of students' writing skills and on their attitudes and interests towards writing.
{"title":"Examining the Effect of Peer and Self Assessment Practices on Writing Skills","authors":"Aslıhan ERMAN ASLANOĞLU","doi":"10.21449/ijate.1127815","DOIUrl":"https://doi.org/10.21449/ijate.1127815","url":null,"abstract":"This study aims to reveal how peer- and self-assessment practices influence the writing skills of 9th grade students. The study adopted mixed-methods explanatory design. The participants were 102 students attending a public school in Ankara. The quantitative data were collected through a quasi-experimental method, and qualitative data were collected through a case study. There were three groups of participants in this study: the 1st experimental group in which peer-assessment was carried out with 34 participants; the 2nd experimental group in which self-assessment was conducted with 34 students, and 34 students in the control group. The interventions lasted 7 weeks. Writing performance tasks and rubrics were used to gather quantitative data while a Semi-Structured Interview Form was used to collect the qualitative data. For the analysis, paired samples t-test, ANOVA, and content analysis were used. The findings revealed that there was a significant difference between pre-test and post-test scores of experimental groups in which peer and self-assessments were conducted whereas there was not a significant difference between the scores of the control group. The findings of ANOVA, the post-test results of the experimental and control groups showed that there was a significant difference between all groups in favor of the 1st experimental group in which peer assessment was applied. The qualitative findings of the study corroborate the quantitative findings. Hence, we can conclude that peer and self-assessment practices were effective both in the development of students' writing skills and on their attitudes and interests towards writing.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46225641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to develop and test the reliability and validity of a multi-item teachers’ perceived presenteeism behavior scale. For this, first of all, a semi-structured interview form was applied to 57 teachers, an item pool was formed for the presenteeism scale with the data obtained, and the draft form of the scale was prepared in line with the expert opinions. Then, the draft scale form was applied to 382 teachers, and exploratory factor analysis was performed with the data obtained. As a result of the analysis, a three-dimensional scale structure consisting of 14 items was obtained. Data were collected from 303 teachers to confirm this structure, and the three-factors scale structure was confirmed based on acceptable fit values with confirmatory factor analysis. It was determined that the validated second-order three-factor model provided convergent and discriminant validity criteria. The measurement invariance of the scale according to gender, marital status, and age groups was tested, and it was observed that the same structure was measured in different groups. Cronbach Alpha internal consistency coefficient and composite reliability values showed that sufficient reliability values were achieved for the scale. Finally, the test-retest performed to test its stability showed that the scale was stable. Thus, it was concluded that the scale is valid and reliable with sufficient conditions to measure the teachers' perceptions of presenteeism.
{"title":"Perceived-teacher presenteeism scale: A scale development study","authors":"Alper Uslukaya, Zulfu Demirtas, Müslim Alanoğlu","doi":"10.21449/ijate.1127664","DOIUrl":"https://doi.org/10.21449/ijate.1127664","url":null,"abstract":"This study aims to develop and test the reliability and validity of a multi-item teachers’ perceived presenteeism behavior scale. For this, first of all, a semi-structured interview form was applied to 57 teachers, an item pool was formed for the presenteeism scale with the data obtained, and the draft form of the scale was prepared in line with the expert opinions. Then, the draft scale form was applied to 382 teachers, and exploratory factor analysis was performed with the data obtained. As a result of the analysis, a three-dimensional scale structure consisting of 14 items was obtained. Data were collected from 303 teachers to confirm this structure, and the three-factors scale structure was confirmed based on acceptable fit values with confirmatory factor analysis. It was determined that the validated second-order three-factor model provided convergent and discriminant validity criteria. The measurement invariance of the scale according to gender, marital status, and age groups was tested, and it was observed that the same structure was measured in different groups. Cronbach Alpha internal consistency coefficient and composite reliability values showed that sufficient reliability values were achieved for the scale. Finally, the test-retest performed to test its stability showed that the scale was stable. Thus, it was concluded that the scale is valid and reliable with sufficient conditions to measure the teachers' perceptions of presenteeism.","PeriodicalId":42417,"journal":{"name":"International Journal of Assessment Tools in Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68257981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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