Practices and Opinions of Teachers Working at Public, Private and International Baccalaureate Schools on Measurement and Evaluation = Devlet, özel ve Uluslararasi Bakalorya okullarindaki ögretmenlerin ölçme ve degerlendirme çalismalari ve görüsleri

Autor/inn/en	Yildirim Seheryeli, Merve; Gelbal, Selahattin
Titel	Practices and Opinions of Teachers Working at Public, Private and International Baccalaureate Schools on Measurement and Evaluation = Devlet, özel ve Uluslararasi Bakalorya okullarindaki ögretmenlerin ölçme ve degerlendirme çalismalari ve görüsleri
Quelle	In: International Journal of Curriculum and Instructional Studies, 10 (2020) 1, S.221-260 (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yildirim Seheryeli, Merve) ORCID (Gelbal, Selahattin)
Sprache	englisch; türkisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-3638
Schlagwörter	Teacher Attitudes; Public Schools; Private Schools; Advanced Placement Programs; Evaluation Methods; Student Evaluation; Foreign Countries; Evaluation Utilization; Feedback (Response); Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Public school; Öffentliche Schule; Private school; Privatschule; Schulnote; Studentische Bewertung; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Türkei
Abstract	This study aims to investigate the opinions of teachers working at public, private, and International Baccalaureate (IB) Schools on the evaluation practices, the use of assessment tools, the frequency of documenting data, and the feedback frequencies given to both students, and parents. A questionnaire has been used to collect data from 168 teachers. 84 of these teachers were from public schools, 30 from IB, and 54 from private schools. Percentages and frequencies were examined to describe the data, and the chi-square test was conducted for their distribution. There are two main conclusions derived. The first one is that state schools and private schools differ from IB schools in terms of exam-oriented preparation and evaluations when traditional methods are employed. The second one is that IB schools differ from state schools and private schools in terms of documenting the data and reporting of assessment for learning improvement and process-based evaluation. In terms of teachers' opinions, the ones from the IB schools believed there was a difference in terms of having an assessment policy, collaborative planning processes with partners, and experts, taking into consideration the individual differences, and having an inspection mechanism to monitor of the processes. (As Provided).
Anmerkungen	Curriculum and Instruction Association. Egitim Programlari ve Ogretim Dernegi, Hatay Sokak, No: 6/12, Kizilay, Turkey. Tel: +90-541-4690906; e-mail: ijocisjournal@gmail.com; Web site: http://www.ijocis.com/index.php/ijocis/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01