p-ISSN 2146-796X
e-ISSN 2146-7978
Yunus Söylet

Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2020 Volume 10
Deomed Publishing
Journal Logo
Volume 10, Issue 1, April 2020,
Page(s): 96-111
Original Empirical Research
Received: May 17, 2018; Accepted: January 23, 2019; Published online: October 31, 2019
doi:10.2399/yod.19.004; Copyright © 2020, Deomed
Effects of Content-Associated Applied Measurement and Evaluation Course
Gülden Gürsoy1 ORCIDID (E-mail), Mustafa Aydoğdu2 ORCIDID
1Faculty of Education, Adıyaman University, Adıyaman, Turkey
2Faculty of Education, Gazi University, Ankara, Turkey
*This article is produced from the PhD thesis entitled "Influence of the Course of Practical Assessment and Evaluation Associated with the Field on the Literacy Levels of Assessment and Evaluation Attitudes and Content Knowledge of Teacher Candidates".
The objective of the present study is to examine the effects of content-associated applied measurement and evaluation course on pre-service teachers' assessment literacy, their attitudes towards the measurement and evaluation course, and their field-specific content knowledge. Furthermore, the study aims to reveal the pre-service teachers' views on content-associated applied measurement practices. The mixed method research approach, which combines qualitative and quantitative research methods, was used in the study. The quantitative data collection was conducted with 90 science teacher candidates. The qualitative data collection was conducted with six teacher candidates from the experimental group. The Classroom Assessment Literacy Inventory (CALI), Measurement and Evaluation Course Attitude Scale (MECAS), Academic Achievement Test (AAT), and Focus Group Interview Form were used as the data collection tools in the study. It was found that the content-associated applied measurement and evaluation course improves the measurement and evaluation literacy of the candidate teachers, fosters their positive attitudes towards the course of measurement and evaluation, and increases their content knowledge. Furthermore, the focus group interviews with the pre-service teachers both helped explain the reasons behind the quantitative results, and provided detailed information about the degree of effectiveness of the method applied in the teaching process.
Keywords: Assessment literacy, attitude towards the course of measurement and evaluation, content knowledge, teacher education
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Yükseköğretim Dergisi / Journal of Higher Education (Turkey)

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