Practices and opinions of teachers working at public, private and International Baccalaureate schools on measurement and evaluation

Merve YILDIRIM SEHERYELİ, S. Gelbal
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引用次数: 2

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.
公立、私立和国际文凭学校教师在测量和评估方面的实践与意见
本研究旨在调查公立、私立和国际文凭学校的教师对评估实践、评估工具的使用、记录数据的频率以及给学生和家长的反馈频率的看法。一份调查问卷收集了168名教师的数据。其中84名教师来自公立学校,30名来自IB学校,54名来自私立学校。对数据进行了百分比和频率检验,并对其分布进行了卡方检验。得出了两个主要结论。首先,公立学校和私立学校在采用传统方法时,在以考试为导向的准备和评估方面与IB学校不同。第二,IB学校与公立学校和私立学校在记录数据和报告学习改进和基于过程的评估方面有所不同。在教师的意见方面,来自IB学校的教师认为,在制定评估政策、与合作伙伴和专家合作规划过程、考虑个体差异以及建立监督过程的检查机制方面存在差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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