An Investigation into In-service and Pre-service English Teachers’ Conception of Assessment

Basit Öğe Kaydı
dc.contributor.authorYetkin, Ramazan
dc.contributor.authorÖzer, Zekiye
dc.date.accessioned2024-11-07T13:19:00Z
dc.date.available2024-11-07T13:19:00Z
dc.date.issued2020
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractAlthough the importance of assessment on education is undebatable, the intentions of assessors while conducting assessment haven’t been studied yet in detail. To this end, this study aimed to disclose pre-service and in-service English teachers’ conceptions of assessment. In the study, conception of assessment was categorized under four main titles; improvement, school accountability, student accountability and irrelevance. A total of 97 pre-service and in-service teachers participated in the study. Descriptive results indicated that conception of improvement held the highest agreement level among participants. On the other hand, school accountability got the lowest agreement level. Correlation results showed that improvement, school and student accountability conceptions were positively correlated. A MANOVA analysis was applied to scrutinize any effects of gender and grade level/teaching differences on participants’ conceptions. Analysis results indicated that both gender and grade level/teaching factors made significant difference on participants’ conceptions of assessment. A follow up ANOVA analysis indicated significant gender difference on school accountability, with males had higher value than females. Also, there was a significant difference among grade level/teaching groups on school and student accountabilities. Teachers held the highest value for school accountability, and fourth graders held the highest mean value for student accountability.
dc.identifier.doi10.30831/akukeg.582886
dc.identifier.endpage396
dc.identifier.issn1308-1659
dc.identifier.issue2
dc.identifier.startpage384
dc.identifier.trdizinid391489
dc.identifier.urihttps://doi.org/10.30831/akukeg.582886
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/391489
dc.identifier.urihttps://hdl.handle.net/11480/12791
dc.identifier.volume13
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofKuramsal Eğitimbilim Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241107
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.titleAn Investigation into In-service and Pre-service English Teachers’ Conception of Assessment
dc.typeArticle

Dosyalar

Koleksiyon

TR-Dizin İndeksli Yayınlar Koleksiyonu