Session Information
SES C 01, Paper Session
Paper Session
Contribution
The purpose of this study was to investigate the views of elementary school teachers in Turkey about their implementation of assessment techniques recommended in the new mathematics curriculum. The study was conducted with 306 elementary school teachers from 29 public schools in three different cities of Turkey in the 2006-2007 academic year. ‘Opinions about Assessment Questionnaire’ was used as the instrument. The questionnaire consisted of: (1) Demographic Information; (2) Teachers’ tendency on the usage of the alternative assessment techniques; (3) The Scale for teachers’ opinions about their implementation of assessment techniques recommended in the curriculum of Turkey.
The main problems of this study were to investigate (1) the proportion of the uses of different assessment techniques in mathematics lessons, (2) the opinions of the elementary school teachers about the assessment techniques suggested in the new mathematics curriculum, (3) whether the teachers’ teaching experience, class size and the grade level they teach have an effect on teachers’ opinions about their implementation of assessment techniques recommended in the new curriculum(TONC).
The research question of the study was:
‘What are the main effects and interaction effects of teachers’ teaching experience, class size they teach, and grade level they teach to their opinions about their implementation of assessment techniques?’
The results showed that, teachers did not have negative views towards the implementation of the new assessment techniques in mathematics lessons. However, they needed support from curriculum experts about more suitable implementation of the assessment process. To assess the effects of teaching experience, class size and grade level they teach on the views of the teachers about their implementation of assessment techniques recommended in the new mathematics curriculum, the Univariate Analysis of Variance was used.
The results revealed that the opinions of the teachers about their implementation of assessment techniques offered in new mathematics curriculum did not show any significant difference according to the experience of the teachers, class size and grade level teachers teach in Turkey.
It was also understood that their tendency on the usage of the alternative assessment techniques may become more positive if the teachers become more professional in the usage of the assessment techniques recommended by the new mathematics curricula.
Method
Expected Outcomes
References
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