Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması

ATES, SALIH; İNALTUN, HÜSEYİN

Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması

Hüseyin İNALTUN, (Mustafa Kemal Üniversitesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Fen Bilgisi Eğitimi Anabilim Dalı, Hatay, Türkiye)

Salih ATEŞ (Gazi Üniversitesi, Matematik ve Fen Bilimleri Eğitimi Bölümü, Fen Bilgisi Eğitimi Anabilim Dalı, Ankara, Türkiye)

Gazi Eğitim Fakültesi Dergisi

6 3

Yıl: 2018 Cilt: 38 Sayı: 2 Sayfa Aralığı: 567 - 613 Metin Dili: Türkçe İndeks Tarihi: 10-07-2019

Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması

Öz:

Çalışmanın birinci amacı, biçimlendirici değerlendirme ile ilgili bilgi vermektir. Bu amaçla çalışmanın ilk kısmında biçimlendirici değerlendirme tanıtılmış ve diğer değerlendirme türlerinden ayrılan özelliklerinden bahsedilmiştir. Çalışmanın ikinci amacı, fen bilimleri eğitimi alanında biçimlendirici değerlendirme ile ilgili yapılan araştırmaların incelenmesidir. Bu amaçla, 2001-2017 yılları arasında Web of Science veri tabanında kayıtlı konu ile ilgili çalışmalar taranmıştır. Tarama sonucunda çeşitli kriterlere göre yapılan değerlendirme sonucunda 31 makaleye ulaşılmıştır. Bu çalışmalar içerik analizi teknikleri kullanılarak dört başlık altında incelenmiştir. Çalışmanın sonucunda, araştırmaların büyük kısmının öğretmen/öğretmen adaylarının biçimlendirici değerlendirme becerilerini geliştirmeye değil betimlemeye odaklandıkları ve öğretmenlerin bu uygulamaları nadiren doğru bir şekilde uyguladığı ortaya çıkmıştır.

Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları Matematik Eğitim, Özel

Formative Assessment in Science Education: A Literature Review

Öz:

The first aim of this study is to give teachers and researchers information about the formative assessment. For this purpose, the first part of this study describes formative assessment and the characteristics that distinguish formative assessment from other types of assessments. The second aim of the study is to examine what types of studies are conducted related to formative assessment in the field of science education. To that end, studies on the formative assessment conducted between the years of 2001 and June 2017 was reviewed by using Web of Science database. At the end of the review process, 31 studies have been selected through evaluation process. The studies were classified into four different categories by using content analysis techniques. the findings of the study revealed that most of the studies did not focus on developing the teacher/teacher candidates' formative assessment skills. They focused on describing these skills. The findings of reviewed studies also showed that teachers rarely apply and practice these skills correctly in their classrooms.

Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları Matematik Eğitim, Özel

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık

Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261.
Andrade, H. L. (2010). Summing up and moving forward: key challenges and future directions for research and development in formative assessment. Andrade, H. L. & Cizek, G. J. (Editörler), Handbook of formative assessment (344-351). New York, NY: Routlage.
Atkin, J. M., Coffey, J. E., Moorthy, S., Sato, M. & Thibeault, M. (2005). Designing everyday assessment in the science classroom. New York: Teachers College Press.
Avrupa Birliği Komisyonu (2011). Science education in Europe: National policies, practices and research. Brüksel.
Bennett, R. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25.
Black, P. & Harrison, C. (2001). Feedback in questioning and marking: The science teacher’s role in formative assessment. School Science Review, 82(301), 55–61.
Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Black, P. & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability (formerly: Journal of Personnel Evaluation in Education), 21(1), 5.
Buck, G. A. & Trauth-Nare, A. E. (2009). Preparing teachers to make the formative assessment process integral to science teaching and learning. Journal of Science Teacher Education, 20(5), 475-494.
Buck, G. A., Trauth‐Nare, A. & Kaftan, J. (2010). Making formative assessment discernable to pre‐service teachers of science. Journal of Research in Science Teaching, 47(4), 402-421.
Chin, C. (2007). Teacher questioning in science classrooms: approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843.
Cizek, G. J. (2010). An introduction to formative assessment. Andrade, H. L. & Cizek, G. J. (Editörler), Handbook of formative assessment (3-17). New York, NY: Routlage.
Cowie, B. & Bell, B. (1999). A model of formative assessment in science education. Assessment in Education, 6(1), 101–116.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Prentice Hall.Department of Education-Australia. (2012). http://www.teacherstandards.aitsl.edu.au/OrganisationStandards/Organisation adresinden elde edilmiştir.
Garrouste, C. (2010). 100 Years of Educational Reforms in Europe: A Contextual Database. Avrupa Komisyonu.
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91-108.
Güngör, B. ve Özgür, S. (2009). İlköğretim beşinci sınıf öğrencilerinin sindirim sistemi konusundaki didaktik kökenli kavram yanılgılarının nedenleri. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 3(2).
Harrison, C. (2013). Collaborative action research as a tool for generating formative feedback on teachers’ classroom assessment practice: the KREST project. Teachers and Teaching, 19(2), 202-213.
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Keeley, P. (2015). Science formative assessment: Practical strategies for linking assessment, ınstruction, and learning. Corwin Press.
Lee, H. J. (2005). Developing a professional development program model based on teachers' needs, Professional Educator, 27, 39-49.
Magnusson, S., Krajcik, J. & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. Examining pedagogical content knowledge (95-132). Springer Netherlands.
Martin, M. O., Mullis, I. V., Foy, P. & Stanco, G. M. (2012). TIMSS 2011 international results in science. iınternational association for the evaluation of educational achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
Milli Eğitim Bakanlığı (2006). İlköğretim fen ve teknoloji dersi öğretim programı, Ankara: Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı.
Moss, C. M. & Brookhart, S. M. (2010). Advancing formative assessment in every classroom: A guide for ınstructional leaders. ASCD.
National Research Council. (2007). Taking science to school: Learning and teaching science in grades k-8. Washington, D.C.: National Academies Press.
New Zealand Teachers Council. (2008). Graduating teacher standards. <http://www.teacherscouncil.co.nz/.> adresinden elde edildi.
Nolen, S. B. (2011). The role of educational systems in the link between formative assessment and motivation. Theory Into Practice, 50(4), 319-326.
Organisation for Economic Co-operation and Development (2005). Formative assessment: Improving learning in secondary classrooms. OECD publishing.
Otero, V. K. (2006). Moving beyond the “get ıt or don’t” conception of formative assessment. Journal of Teacher Education, 57(3), 247-255.
Sabel, J. L., Forbes, C. T. ve Zangori, L. (2015). Promoting prospective elementary teachers’ learning to use formative assessment for life science ınstruction. Journal of Science Teacher Education, 26(4), 419-445.
Schneider, M. C. & Randel, B. (2010). Research on characteristics of effective professional development programs for enhancing educators’ skills in formative assessment.
Andrade, H. L. & Cizek, G. J. (Editörler), Handbook of formative assessment (251- 276). New York, NY: Routlage.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14.
Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Smith, E. & Gorard, S. (2005). 'They don't give us our marks': the role of formative feedback in student progress. Assessment in Education: Principles, Policy & Practice, 12(1), 21-38.
Stigler, J. W., Gallimore, R. & Hiebert, J. (2000). Using video surveys to compare classrooms and teaching across cultures: examples and lessons from the TIMSS video studies. Educational Psychologist, 35(2), 87–100.
Talanquer, V., Bolger, M. & Tomanek, D. (2015). Exploring prospective teachers' assessment practices: noticing and ınterpreting student understanding in the assessment of written work. Journal of Research in Science Teaching, 52(5), 585-609.
Torrance, H. & Pryor, J. (2001). Developing formative assessment in the classroom: using action research to explore and modify theory. British Educational Research Journal, 27(5), 615-631.
Walsh, J. A., & Sattes, B. D. (2015). Questioning for classroom discussion: Purposeful speaking, engaged listening, deep thinking. ASCD.
Wiliam, D. & Thompson, M. (2007). Integrating assessment with ınstruction: What will ıt take to make ıt work? C. A. Dwyer (Editör), The future of assessment: shaping teaching and learning (53-82). Mahwah, NJ: Lawrence Erlbaum Associates.
Yıldırım, A. ve Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
EK 1: Türkiye’de Fen Bilimleri Eğitimi Alanında Biçimlendirici Değerlendirme ile İlgili Yapılan Çalışmalar
Aydeniz, M. ve Pabuccu, A. (2011). Understanding the ımpact of formative assessment strategies on first year university students’ conceptual understanding of chemical concepts. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 5(2).
Ayvacı, H. Ş. ve Şahin, Ç. (2009). Fen bilgisi öğretmenlerinin ders sürecinde ve yazılı sınavlarda sordukları soruların bilişsel seviyelerinin karşılaştırılması. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(2).
Bala, V. G. (2013) Bilimin doğasının fen konularına entegrasyonunda biçimlendirici değerlendirme uygulamalarının bilimin doğasının öğrenimine etkisi. Yayınlanmamış Yüksek Lisans Tezi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
Boz, N. ve Boz, Y. (2005). Investigating formative assessment. Eğitim ve Bilim, 30(138).
Bulunuz, M. ve Bulunuz, N. (2013). Fen öğretiminde biçimlendirici değerlendirme ve etkili uygulama örneklerinin tanıtılması. Türk Fen Eğitimi Dergisi, 10(4), 119-135.
Kıryak, Z., Bulunuz, N. ve Zeybek, Ö. (2015). Determination of 7th grade students' conceptual understanding levels about heat and temperature with formative assessment probes. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 9(2).
Yalaki, Y. (2010). Simple formative assessment, high learning gains in college general chemistry. Eurasian Journal of Educational Research, 40, 223-241.
Aydeniz, M. ve Dogan, A. (2016). Exploring pre-service science teachers’ pedagogical capacity for formative assessment through analyses of student answers. Research in Science & Technological Education, 34(2), 125-141.
Box, C., Skoog, G. & Dabbs, J. M. (2015). A case study of teacher personal practice assessment theories and complexities of ımplementing formative assessment. American Educational Research Journal, 52(5), 956-983.
Brazeal, K. R., Brown, T. L. & Couch, B. A. (2016). Characterizing student perceptions of and buy-in toward common formative assessment techniques. CBE-Life Sciences Education, 15(4).
Buck, G. A. & Trauth-Nare, A. E. (2009). Preparing teachers to make the formative assessment process ıntegral to science teaching and learning. Journal of Science Teacher Education, 20(5), 475-494.
Buck, G. A., Trauth‐Nare, A. & Kaftan, J. (2010). Making formative assessment discernable to pre‐service teachers of science. Journal of Research in Science Teaching, 47(4), 402-421.
Chin, C. & Teou, L. Y. (2009). Using concept cartoons in formative assessment: scaffolding students’ argumentation. International Journal of Science Education, 31(10), 1307-1332.
Chin, C. & Teou, L. Y. (2010). Formative assessment: using concept cartoon, pupils' drawings, and group discussions to tackle children's ideas about biological inheritance. Journal of Biological Education, 44(3), 108-115.
Cobern, W. W., Schuster, D., Adams, B., Skjold, B. A., Muğaloğlu, E. Z., Bentz, A. & Sparks, K. (2014). Pedagogy of science teaching tests: Formative assessments of science teaching orientations. International Journal of Science Education, 36(13), 2265-2288.
Decristan, J., Klieme, E., Kunter, M., Hochweber, J., Bütnerr, G., Fauth, B., Hondrich, A. L., Rieseri Svenja, R., Hertel, S. & Hardy, I. (2015). Embedded formative assessment and classroom process quality: How do they ınteract in promoting science understanding. American Educational Research Journal, 52(6), 1133-1159.
Earle, S. (2014). Formative and summative assessment of science in english primary schools: evidence from the primary science quality mark. Research in Science & Technological Education, 32(2), 216-228.
Falk, A. (2012). Teachers learning from professional development in elementary science: reciprocal relations between formative assessment and pedagogical content knowledge. Science Education, 96(2), 265-290.
Furtak, E. M. & Ruiz‐Primo, M. A. (2008). Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts. Science Education, 92(5), 799-824.
Furtak, E. M. (2012).Linking a learning progression for natural selection to teachers' enactment of formative assessment. Journal of Research in Science Teaching, 49(9), 1181-1210.
Furtak, E. M., Kiemer, K., Circi, R. K., Swanson, R., de León, V., Morrison, D. & Heredia, S. C. (2016). Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year ıntervention study. Instructional Science, 44(3), 267-291.
Gioka, O. (2009). Teacher or examiner? The tensions between formative and summative assessment in the case of science coursework. Research in Science Education, 39(4), 411.
Gotwals, A. W. & Birmingham, D. (2016). Eliciting, ıdentifying, ınterpreting, and responding to students’ ıdeas: Teacher candidates’ growth in formative assessment practices. Research in Science Education, 46(3), 365-388.
Gotwals, A. W., Philhower, J., Cisterna, D. & Bennett, S. (2015). Using video to examine formative assessment practices as measures of expertise for mathematics and science teachers. International Journal of Science and Mathematics Education, 13(2), 405-423.
Harrison, C. (2013). Collaborative action research as a tool for generating formative feedback on teachers’ classroom assessment practise: The KREST project. Teachers and Teaching, 19(2), 202-213.
Haug, B. S. & Ødegaard, M. (2015). Formative assessment and teachers' sensitivity to student responses. International Journal of Science Education, 37(4), 629-654.
Hondrich, A. L., Hertel, S., Adl-Amini, K. & Klieme, E. (2016). Implementing curriculum-embedded formative assessment in primary school science classrooms. Assessment in Education: Principles, Policy & Practice, 23(3), 353-376.
Klawiter, M. F. (2015). The “Ticket to Ride” formative assessment ritual: collaboration and festivity in high school chemistry. Journal of Chemical Education, 92(6), 1003-1007.
Ruiz-Primo, M. A. & Furtak, E. M. (2007). Exploring teachers’ ınformal formative assessment practices and students’ understanding in the context of scientific ınquiry. Journal of Research in Science Teaching, 44(1), 57-84.
Sabel, J. L., Forbes, C. T. & Zangori, L. (2015). Promoting prospective elementary teachers’ learning to use formative assessment for life science instruction. Journal of Science Teacher Education, 26(4), 419-445.
Sach, E. (2012). Teachers and testing: An ınvestigation into teachers’ perceptions of formative assessment. Educational Studies, 38(3), 261-276.
Sandlin, B., Harshman, J. & Yezierski, E. (2015). Formative assessment in high school chemistry teaching: Investigating the alignment of teachers’ goals with their ıtems. Journal of Chemical Education, 92(10), 1619-1625.
Tomanek, D., Talanquer, V. & Novodvorsky, I. (2008). What do science teachers consider when selecting formative assessment tasks?. Journal of Research in Science Teaching, 45(10), 1113-1130.
Torrance, H. & Pryor, J. (2001). Developing formative assessment in the classroom: using action research to explore and modify theory. British Educational Research Journal, 27(5), 615-631.
Weiland, I., Hudson, R. & Amador, J. (2014). Preservice formative assessment ınterviews: the development of competent questioning. International Journal of Science & Mathematics Education, 12(2).
Wiliam, D., Lee, C., Harrison, C. & Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education: Principles, Policy & Practice, 11(1), 49-65.
Yin, Y., Shavelson, R. J., Ayala, C. C., Ruiz-Primo, M. A., Brandon, P. R., Furtak, E. M., Tomita, M. K. & Young, D. B. (2008). On the ımpact of formative assessment on student motivation, achievement, and conceptual change. Applied measurement in Education, 21(4), 335-359.
Yin, Y., Tomita, M. K. & Shavelson, R. J. (2014). Using formal embedded formative assessments aligned with a short-term learning progression to promote conceptual change and achievement in science. International Journal of Science Education, 36(4), 531-552.

APA	İNALTUN H, ATES S (2018). Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması. , 567 - 613.
Chicago	İNALTUN HÜSEYİN,ATES SALIH Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması. (2018): 567 - 613.
MLA	İNALTUN HÜSEYİN,ATES SALIH Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması. , 2018, ss.567 - 613.
AMA	İNALTUN H,ATES S Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması. . 2018; 567 - 613.
Vancouver	İNALTUN H,ATES S Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması. . 2018; 567 - 613.
IEEE	İNALTUN H,ATES S "Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması." , ss.567 - 613, 2018.
ISNAD	İNALTUN, HÜSEYİN - ATES, SALIH. "Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması". (2018), 567-613.

APA	İNALTUN H, ATES S (2018). Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması. Gazi Eğitim Fakültesi Dergisi, 38(2), 567 - 613.
Chicago	İNALTUN HÜSEYİN,ATES SALIH Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması. Gazi Eğitim Fakültesi Dergisi 38, no.2 (2018): 567 - 613.
MLA	İNALTUN HÜSEYİN,ATES SALIH Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması. Gazi Eğitim Fakültesi Dergisi, vol.38, no.2, 2018, ss.567 - 613.
AMA	İNALTUN H,ATES S Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması. Gazi Eğitim Fakültesi Dergisi. 2018; 38(2): 567 - 613.
Vancouver	İNALTUN H,ATES S Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması. Gazi Eğitim Fakültesi Dergisi. 2018; 38(2): 567 - 613.
IEEE	İNALTUN H,ATES S "Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması." Gazi Eğitim Fakültesi Dergisi, 38, ss.567 - 613, 2018.
ISNAD	İNALTUN, HÜSEYİN - ATES, SALIH. "Fen Bilimleri Eğitiminde Biçimlendirici Değerlendirme: Literatür Taraması". Gazi Eğitim Fakültesi Dergisi 38/2 (2018), 567-613.