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Aim of Assessment

ED 401

• Sibel Pehlivan (L)• Hatice Duymaz

• Elif Nagihan Kahraman

• Hilal Tunç

• Average age: 22

• Group name: Lilies

• Motto: The aim of the assessment is toincrease quality, decrease judgement.

OBSERVATION SCHOOLS

• Bahçesehir College

• Fatih College

• Ayazağa Işık Schools

• Hasan Ali Yücel Middle School

• Etiler High School

AIM

Our aim in this research is

• to determine how teachers perceive and useassessment.

• what types of assessments are used byteachers.

CONTENT1. Gannt Card2. Brainstorming3. Matrix Diagram4. Problem&Research Question5. Fishbone6. Hypothesis7. Literature Review8. Methodology9. Results10.Interpretations11.Suggestions12.References

PDCA Mindset Steps OCT.

2.

WEEK

OCT.

3. WEEK

OCT.

4. WEEK

NOV.

1. WEEK

NOV.

2. WEEK

NOV.

3. WEEK

NOV.

4. WEEK

DEC.

1. WEEK

DEC.

2. WEEK

PLAN Identify Topic

Approval

Literature

review/Target

identification

Cause-effect

analysisApproval of

the main

cause

Solutions for the

future

Determine

solution tactic

DO Start

implementing

CHECK Assessment of

the trial phase

ACT/STAN

DARDIZATI

ON

PPT/Blog design

Final corrections

and delivering

Self-assessment

PRESENTATION Peer-assessment

OBSERVED

EXPECTED

GANNT CARD

BRAINSTORMING

1. Why do not teachers give sufficientfeedback to students on assessmentresults?

2. Why do not teachers use different typesof assessments?

3. Why do not teachers assess studentsmore frequently?

4. Why do teachers perceive assessmentas measurement?

MATRIX DIAGRAM

Name/Problem 1. 2. 3. 4.

Sibel 4 7 6 2

Elif 5 6 4 7

Hatice 3 7 5 6

Hilal 6 5 4 7

Total 18 25 19 22

2. Why do not teachers use different typesof assessments?

PROBLEM&RESEARCH QUESTION

Why do not teachers use differenttypes of assessments?

FISHBONE

Why do not teachers use different types of assessments?

Teacher School Administration

Educational System

Lack of knowledge

Teaching philosophy Time

Management

AuthorityProhibition on usage

Exam-based system

Curriculum

Evaluation-based system

Classroom

Physical Environment

Student Profile

HYPOTHESIS

• Teachers do not use different types ofassessment (alternative assessment typesand formative, placement and diagnosisassessment types).

LITERATURE REVIEW

Basic Terminology:Assessment: Using a variety of procedures to gatherinformation about student performance. A processof determining whether students have learned whatthey were expected to learn from instruction. (Linn&Miller, 2013; Reeves, 2011)

Measurement: The process to gather numericaldata&numerical description of studentperformance. (Linn &Miller, 2013)

Aim of Assessment and Measurementin Education

1. Determine instructional objectives

2. Identify students’ readiness (students’ level, prerequisite skills)

3. Improve instruction

4. Assess intended learning outcomes (Linn & Miller, 2013)

Types of AssessmentProcedures

We can classify assessment procedures according to application/use in classroom:

1. Diagnostic

2. Formative

3. Summative (Reeves, 2011)

Types of Assessment Procedures

• In some sources this classification done as

1. Placement

2. Formative

3. Diagnostic

4. Summative (Linn & Miller, 2013)

Types of AssessmentProcedures

• Another classification is done accordingto format of assessment:

1. Fixed-choice assessment/Traditionalassessment

2. Performance-based/Alternative assessment (Linn & Miller, 2013)

Assessment in TurkishEducational System

• It is shown by research Gelbal&Kelecioğlu, (2007) that teachers favor traditionalassessment procedures in educational process.

• It is also indicated that they feel themselves comfortable with traditional procedures. (Gelbal&Kelecioğlu, 2007) ▪ Because of lack of frequent use in Turkish

education

▪ Because they do not know how to use, assessthese procedures

Assessment in Turkish EducationalSystem

• Research also revealed that teachers have adequate information on assessment procedures. (Gelbal&Kelecioğlu, 2007)

METHODOLOGY

• Questionairre: We applied ourquestionarre to 22 teachers from privateand public schools.

▪ There were 10 English, 3 Mathematics, 3 Social Sciences, 3 Turkish and 3 Science teachers in our survey.

• Interpretation of results

• Suggestions

RESULTS

1. What is your aim of assessment? (In this question teachers had chance to give multiple answers so including percentages of answers were not possible)– Giving grades to students(12/22)– Identifying students’ readiness (students’ level,

prerequisite skills) (13/22)– Monitoring students’ progress (16/22)– Giving feedback to students on their progress(19/22)– Diagnosing learning difficulties (8/22)– Identifying effectiveness of lecture (8/22)– Assessing /Improving educational methods and

approaches (14/22)– Other… (Please indicate)

RESULTS

2. Do you use assessment todetermine theprerequisite skills, students’ level before thelecture?

Yes (63.6%)

No (31.9%)

I don’t know this type of assessment. (4.5%)

RESULTS

3. Do you use assessment todetermine learningprogress of students andeffectiveness of methodsduring learning process?

Yes (72.8%)

No (22.7%)

I don’t know this type of assessment. (4.5%)

RESULTS

4. If yes, can you specify how often? (n=16)

Once in a week (31.25%)

Once in a month (25%)

Other... (31.25%)• At the beginning of the lesson

(12.5%)

• At the beginning of the unit (6.25%)

• Sometimes (pop quizzes) (6.25%)

• After each unit (6.25%)

No answer (12.5%)

RESULTS

5. Do you use assessmentto determine overallachievement of studentsafter learning process?

Yes (81.8%)

No (13.7%)

I don’t know this type of assessment. (4.5%)

RESULTS

6. If yes, can you specify how often? (n=18)

Once in a week (16.8%)

Once in a month (22%)

Other...(16.8%)• Once between exams (5.6%)

• After each unit (5,6%)

• Pop quizzes (5.6%)

No answer (44.4%)

RESULTS

7. Do you use performance-based assessments? (Portfolios, oral presentations, projects)

Yes (90.9%)

No (9.1%)

I don’t know this type of assessment (0%)

RESULTS

8. If yes, what type of performance assessments youuse? (n=20) (In this question teachers had chance togive multiple answers so including percentages ofanswers were not possible)

• portfolios (10)

• project (16)

• presentation (14)

• others… (please indicate)(10)–Productive skills–Memorizing–Role play–Debates

RESULTS

9. Do you use rubrics in assessment?

Yes (36.4%)

No (36.4%)

I don’t know this type of assessment tool (27.2%)

RESULTS

10. If yes, for which type of assessments do youuse? (In this question teachers had chance to givemultiple answers so including percentages ofanswers were not possible)

– Project (3)

– Writing (5)

– Oral presentations (3)

– Performance tasks (2)

– Vocabulary (2)

– Nearly in all types of assesments (1)

DISCUSSION

In our research, we found that most of theteachers use and know:

• Placement,

• Formative,

• Summative,

• Performance-based assessment (Linn &Miller, 2013).

We found that teachers know and use differenttypes of assessment in both private and publicschools so our hypothesis is refuted by theresults.

DISCUSSION

• Most teachers use formative assessment at least once in a week.

• They probably do not know summative typeof assessment or the terminology becausethey specified frequency as once a week, once in a month and add pop quizes in thiscategory.

• Another interpretation of this result is thatthey may not have taken our questionairreserious.

DISCUSSION

• Teachers knowledge on performance-basedassessments is a surprising but promisingfinding for us.

• Most of the teachers use projects, presentations, and portfolios for performanceassessments.

DISCUSSION

● It is not surprising that most teachers do not know or use rubrics.

● As we expected, teachers use rubrics forprojects, writing activities, oral presentations since these types of assessment require rubrics to be able tomake objective scoring and assessment.

SUGGESTIONS

Teachers can be provided with ready-made assessment tools. (Gelbal&Kelecioğlu, 2007)

Teachers can be supported with in-service educations. Teachers should attend those educations.

Teachers should engage in learning newmethods and new approaches.

Administrators, students and parents should be informed about advantages and usage of new techniques and methods. (Gelbal&Kelecioğlu, 2007)

LIMITATIONS

This questionnaire can be applied to more teachers

from state and private schools.

We carried out our questionnaire to English

teachers mostly. It could be applied to more

teachers from different branches.

Teachers could have taken the questionnaire more

carefully.

REFERENCES

• Gelbal, S., & Kelecioğlu, H. (2007). Öğretmenlerin ölçme ve değerlendirme yöntemleri hakkındaki yeterlik algıları ve karşılaştıkları sorunlar. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(33).

• Köksal, Hayal. Imece circles• Linn, R. L.,&Miller, M. D. (2013).

Measurement and Assessment in Teaching(11th edition). Upper Saddle River, NJ: Merrill Prentice Hall.

• Reeves, A. R. (2011). Where great teachingbegins. Alexandria, VA: ASCD.

• Special thanks to

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