University Students’ Assessment Preferences

Author(s):

Osman Tat(presenting / submitting)Ahmet Yayla(presenting)H. Basri Memduhoğlu

Conference:

ECER 2015

Network:

Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

ERG SES D 03, Higher Education

Paper Session

Time:

2015-09-07

13:30-15:00

Room:

305. [Main]

Chair:

Jonas Almqvist

Contribution

Which assessment tpyes are prefered by university students?
Which item tpyes are prefered by university students?
Is there any difference in assessment type preference in terms of gender, faculty, level and measurement and assesment undergraduate course?
Is there any difference in item type preference in terms of gender, faculty, level and measurement and assesment undergraduate course?

Method

In 2005-2006 academic year, National Education Ministry started to implement a new constructivist curriculum in the all education levels in Turkey. New curriculum reform brought with new measurement and assessment approaches and techniques. Measurement and evaluation have been an integral component of education activities in all stages since this date. Moreover; students in Turkey have been practicing wide range of measurement and evaluation almost for a decade and got used to the changes. There are some studies report the use of new assessment tools in primary, elementary and high schools. However, there is no sufficient research indicating the effects of the adjustment in the higher education. The purpose of this study is to gain more insight into university students’ actual preferences of assessment. The research tries to figure out whether there is a significant difference in preferences of assessment in terms of gender, faculty, grade and taking Measurement and Assessment undergraduate course or not. From this aspect, the study is a quantitative descriptive research. In this study Assessment Preferences Inventory which is originally developed by Birenbaum (1994) and adopted to Turkish by Gülbahar and Büyüköztürk (2008) was administered to students of 5 faculties and a vocational collage at Yüzüncü Yıl University. The scale was administered to first grade students and seniors at some department at each faculty and the collage. The data were analyzed using descriptive statistics, independent samples t test, one-way ANOVA, Mann-Whitney U test and Kruskal -Wallis test.

Expected Outcomes

There is no conclusion yet. Analysis has not been finished.

References

Bal, A. P. (2012). İlköğretim öğrencilerinin matematik dersi performans görevi hazırlama sürecine ilişkin görüşleri ve yaşadıkları sorunlar. Pegem Eğitim ve Öğretim Dergisi, 2(1), 11-24. Bayram, S. (2005). Software mapping assessment tool documenting behavioral content in computer interaction: Examples of mapped problems with KID PIX program. The Turkish Online Journal of Educational Technology, 4(2), 7-17. Berry, R. (2011). Assessment trends in Hong Kong University: Seeking to establish formative assessment in an explanation culture. Asessment in Education: Principles, Policy & Practice, 18(2). Bird, T. (1990). The schoolteacher’s portfolio: An essay on possibilities. In J. Millman & L. Darling-Hammond (Eds.), The new handbook of teacher evaluation (pp. 241-256). Netbury Park, CA: Sage. Birenbaum, M. (1996). Assessment 2000: towards a pluralistic approach to assessment, in: M.Birenbaum & F. J. R. C. Dochy (Eds) Alternatives in assessment of achievements, learning processes and prior knowledge. Evaluation in education and human services Boston: MA, Kluwer Academic Publishers, 3–29. Birenbaum, M. (1994). Toward adaptive assessment - the student's angle. Studies in Educational Evaluation, 20, 239-255. Birenbaum, M., & Feldman, R. A. (1998). Relationships between learning patterns and attitudes towards two assessment formats. Educational Research, 40(1), 90–97. Birenbaum, M. (2007). Assessment and instruction preferences and their relationship with test anxiety and learning strategies. Higher Education, 53, 749–768. Dixon, H. (1999). The effect of policy on practice: an analysis of teachers' perceptions of school based assessment practice. Albany: Massey University. Doğan, C. D. (2013). A modeling study about the factors affecting assessment preferences of pre-service teachers. Educational Sciences: Theory & Practice, 13(3), 1621-1627. Doğan, C. D., Atmaca, S., & Yolcu, F. A. (2012). The correlation between learning approaches and assessment preferences of eighth-grade students. Elementary Education Online, 11(1), 264-272.

Author Information

Osman Tat (presenting / submitting)

Yüzüncü Yil University

Educatioanal Sciences

Van

Ahmet Yayla (presenting)

Yuzuncu Yil University

Educational Sciences

Van

H. Basri Memduhoğlu

Yüzüncü Yil University, Turkey

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