Dr. Mehmet Küçük   |  e-ISSN: 2147-5156

Original article | Turkish Journal of Teacher Education 2017, Vol. 6(2) 115-123

Evaluation of Formative Assessment-Based Teaching Practices: An Action Research

Mızrap Bulunuz, Zeynep Kıryak, Bülgan Tomaç, Funda Karagöz, Behiye Recepoğlu

pp. 115 - 123   |  Manu. Number: tujted.2018.002

Published online: November 21, 2018  |   Number of Views: 11  |  Number of Download: 73


Abstract

The present study has two aims: Examining the effect of formative assessment based teaching practices on the development of conceptual understanding levels of middle school students on the concepts of heat and temperature, and evaluating the observations and experiences of teachers. Practical action research method was used in the study. The research sample consisted of 24 middle school students from Eskişehir (13 seventh grade) and Kocaeli (11 sixth grade) provinces. Three formative probes were used for pretest data collection, and nine two-tiered questions were used in posttest. In addition, the journals kept by the teachers throughout the research process were used for data collection. In conclusion, it was seen that formative assessment-based teaching practices had a positive effect on the conceptual understanding of the sixth and seventh grade students, and increased the eagerness of the students to attend the lesson, learn, and discover and ensured that teaching occurred based on mutual communication and interaction.

Keywords: Formative assessment, science teaching , heat and temperature


How to Cite this Article?

APA 6th edition
Bulunuz, M., Kiryak, Z., Tomac, B., Karagoz, F. & Recepoglu, B. (2017). Evaluation of Formative Assessment-Based Teaching Practices: An Action Research . Turkish Journal of Teacher Education, 6(2), 115-123.

Harvard
Bulunuz, M., Kiryak, Z., Tomac, B., Karagoz, F. and Recepoglu, B. (2017). Evaluation of Formative Assessment-Based Teaching Practices: An Action Research . Turkish Journal of Teacher Education, 6(2), pp. 115-123.

Chicago 16th edition
Bulunuz, Mizrap, Zeynep Kiryak, Bulgan Tomac, Funda Karagoz and Behiye Recepoglu (2017). "Evaluation of Formative Assessment-Based Teaching Practices: An Action Research ". Turkish Journal of Teacher Education 6 (2):115-123.

References

    Aydeniz, M. & Pabuçcu, A. (2011). Understanding the impact of formative assessment  strategies on first year university students’ conceptual understanding of chemical  concepts. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education,5 (2), 18-41.

    Aydoğan, S., Güneş, B. & Gülçiçek, Ç. (2003). Isı ve Sıcaklık Konusunda Kavram Yanılgıları. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 111-124.

    Bar, V. & Travis, A. S. (1991). Children's views concerning phase changes. Journal of Research in Science Teaching28(4), 363-382.

    Başer, M. & Çataloğlu, E. (2005). Kavram Değişimi Yöntemine Dayalı Öğretimin Öğrencilerin Isı ve Sıcaklık Konusundaki “Yanlış Kavramlar” ının Giderilmesindeki Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29, 43-52.

    Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5 (1), 7–74.

    Bransford, J. D.(1999). How people learn: Brain, mind, experience, and school. (Ed); Brown, Ann L. (Ed); Cocking, Rodney R. (Ed) National Research Council Commission on Behavioral and Social Sciences and Education, Committee on Developments in the Science of Learning Washington DC US Washington, DC, US: National Academy Press How People Learn: Brain, mind, experience, and school.  xxiii 319 pp.

    Bulunuz, M. & Bulunuz, N. (2013). Fen öğretiminde biçimlendirici değerlendirme ve etkili uygulama örneklerinin tanıtılması, Türk Fen Eğitimi Dergisi, 10 (4), 119-135.

    Bulunuz, M. & Bulunuz, N. (2014). Fen öğretiminde biçimlendirici değerlendirme ve etkili uygulama örneklerinin tanıtılması II, Yeni Türkiye Dergisi, 59, 1278-1283.

    Bulunuz, N., Bulunuz, M. & Peker, H. (2014). Effects of formative assessment probes  integrated in extra-curricular hands-on science: middle school students' understanding. Journal of Baltic Science Education, 13(2): 243–258.

    Bulunuz, N., Bulunuz, M., Karagöz, F. & Tavsanlı, Ö. F. (2016). Achievement levels of  middle school students in the standardized science and technology exam and formative assessment probes: a comparative study. journal of education in science, Environment and Health (JESEH), 2(1), 33-50.

    Bulunuz, M. & Bulunuz, N. (2016). Biçimlendirici Değerlendirme Sorusu Kullanılarak Lise Öğrencilerine Eylemsizlikle İlgili Yapılan Öğretimin Değerlendirilmesi, Araştırma Temelli Etkinlik Dergisi (ATED), 6(2),50-62.

    Bulunuz, N. & Bulunuz, M. (2017). Effect of Formative Assessment-Based Instruction on High School Students’ Conceptual Understanding of Balance and Torque. Journal of Inquiry Based Activities (JIBA), 7(1),21-33.

    Büyükkarcı, K. (2010). The effect of formative assessment on learners’ test anxiety and assessment preferences in efl context. Doktora tezi, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü.

    Carlson, M. O. B., Humphrey, G. E. & Reinhardt, K. S. (2003). Weaving science inquiry and continuous assessment: using formative assessment to improve  learning. Corwin Press.

    Clark, I. (2012). Formative assessment: assessment is for selfregulated learning. Educational Psychology Review, 24, 205–249. http://dx.doi.org/10.1007/s10648-011-9191-6.

    Clark, I. (2015). Formative assessment: translating high-level curriculum principles into  classroom practice. Curriculum Journal, 26 (1), 91-114. http://dx.doi.org/10.1080/09585176 .2014.990911

    Hall, K. & Burke, W. M.. (2004). Making formative assessment work: effective practice in the primary classroom. McGraw-Hill Education (UK).

    Karataş, F.Ö., Köse, S. & Coştu, B. (2003). Öğrenci yanılgılarını ve anlama düzeylerini belirlemede kullanılan iki aşamalı testler. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 1 (13), 54 .

    Keeley, P.,  Eberle, F. & Farrin, L.(2005). Uncovering student ideas in science, vol. 1: 25 Formative Assessment Probes. California: Corwin ve NSTA Press.

    Keeley, P., Eberle, F. & Tugal, J. (2007). Uncovering student ideas in science, vol. 2: 25 More Formative Assessment Probes. Virginia: Arlington ve NSTA Press.

    Keeley, P. (2008). Science formative assessment: 75 practical strategies for linking assessment, ınstruction, and learning. California: Corwin ve NSTA Press.

    Keeley, P. & Harrington, R. (2014). Vol.2 Uncovering student ideas in physical science 39 new electricity and magnetism formative assessment probes. Arlington, Virginia: NSTA Press.

    Kırıkkaya, E. B. & Güllü, D. (2008). İlköğretim beşinci sınıf öğrencilerinin ısı-sıcaklık ve buharlaşma-kaynama konularındaki kavram yanılgıları. İlköğretim Online7(1), 15-27.

    Kıryak, Z., Bulunuz, N. & Zeybek, Ö. (2015). Biçimlendirici yoklama soruları ile 7. sınıf öğrencilerinin ısı ve sıcaklık konusundaki kavramsal anlama düzeylerinin belirlenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 9(2), 34-60.

    Kopittke, P. M., Bernhard Wehr, J. & Menzies, N. (2012). Does formative assessment ımprove student learning and performance in soil science? Journal of Natural Reasources ve Life SciencesEducation, 41 (1), 59-64.

    Love, N. (2002). Using data/getting results: a practical guide for school improvement in mathematics and science. Norwood, MA: Christopher-Gordon Publishers.

    Metin, M. & Birişçi, S. (2009). Biçimlendirici değerlendirmenin öğretmen adaylarının bilimsel süreç becerilerini geliştirmeye etkisi ve adayların değerlendirme hakkındaki düşünceleri. Çağdaş Eğitim Dergisi, 34(370), 31-39.

    Meusen-Beekman, K. D., Brinke, J. & Boshuizen, H. P. A. (2015). Developing young adolescents’self-regulation by means of formative assessment: a theoretical perspective. Cogent Education, 2 (1), 1071233.

    Milli Eğitim Bakanlığı. MEB (2013). İlköğretim kurumları (ilkokullar ve ortaokullar) Fen Bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı. http://ttkb.meb.gov.tr/ www/  guncellenen-ogretimprogramlari-ve-kurul-kararlari/icerik/150. 

    National Research Council (2000). Inquiry and the national science education standards: a guide for teaching and learning. Washington, DC: National Academy Press.

    Osborne, R. & Wittrock, M. (1983). Learning science: a generative process, Science Education, 67 (4), 489-508.

    Ökten, A. (2009). Effects of Formative Assessment Application on Students’ Language Proficiency and Beliefs in Language Learning in E.F.L Context: A Case Study. Yüksek Lisans Tezi, Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü.

    Özbaş, G., Tüdeş, T., İleri, E. & Duman, M. (2015) Formatif değerlendirmenin öğrenme sürecine etkisinin belirlenmesi. http://tip.baskent.edu.tr/egitim/mezuniyetoncesi /calismagr p /ogrsmpzsnm15/15.P5.pdf.

    Özmen, H., Ayas, A. & Coştu, B. (2002). Fen Bilgisi öğretmen adaylarının maddenin tanecikli yapısı hakkındaki anlama seviyelerinin ve yanılgılarının belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri2(2), 507-529.

    Sato, M. (2003). Working with teachers in assessment-related professional development. Everyday assessment in the science classroom, 109-120.

    Solgun, A. ( 2014). The effects of formative assessment on students’ participation in an English language program. Yüksek Lisans Tezi, Çağ Üniversitesi, Sosyal Bilimler Enstitüsü.

    Sözbilir, M. (2003). A review of selected literature on students’ misconceptions of heat and temperature. Boğazici University Journal of Education, 20 (1), 25-41.

    Şendur, G., Toprak, M. & Pekmez, E. Ş. (2008). Buharlaşma ve kaynama konularındaki kavram yanılgılarının önlenmesinde analoji yönteminin etkisi. Ege Eğitim Dergisi, 9(2), 37-58.

    Trauth-Nare, A. & Buck, G. (2011). Using reflective practice to in corporate formative assessment in a middle school science classroom: a participatory action research study. Educational Action Research, 19,(3), 379-398.

    Turgut, Ü. & Gürbüz, F. (2011).  Effects of teaching with 5e model on students’ behaviors and their conceptual changes about the subject of heat and temperature. International Online Journal of Educational Sciences, 3(2), 679-706. 

    Yıldırım, A.  & Şimşek A.(2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri: Seçkin Yayıncılık.