Classroom Assessment Practices of Teachers in Turkey

Autor/inn/en	Acar-Erdol, Tuba; Yildizli, Hülya
Titel	Classroom Assessment Practices of Teachers in Turkey
Quelle	In: International Journal of Instruction, 11 (2018) 3, S.587-602 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Classroom Techniques; Educational Practices; Student Evaluation; Teacher Surveys; Alternative Assessment; Measurement Objectives; Evaluation Methods; Performance Factors; Elementary Secondary Education; Mixed Methods Research; Classroom Observation Techniques; Turkey + Suchen Sie Ihr Suchwort? Ausland; Klassenführung; Bildungspraxis; Schulnote; Studentische Bewertung; Leistungsindikator; Türkei
Abstract	Knowing assessment practices of teachers and improving in this direction is important in increasing students' learning and demonstrating their performance. In this research, the aim was to identify the classroom assessment practices used by primary, secondary and high school teachers. Survey and observation form were used to collect the data for the research. The study group consisted of 288 teachers. From the results of the research, it has been concluded that teachers had adopted an approach of assessment for learning for the purpose of making the assessment. Teachers have used largely traditional assessment methods in classroom assessment practices. Teachers identified the main factor influencing classroom assessment processes as student characteristics, but it was discovered that they did not reflect this situation in their practices. It is suggested that teachers use alternative assessment methods that center on student self-assessments and the diversity in the assessment methods to be increased to ensure fairness. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01