A study on possible assessment methods for admission standards for teacher education institutions
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Tarih
2015
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info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı, Kahramanoğlu (2014) tarafından belirlenen giriş standart alanlarında yer alan performans göstergelerinin nasıl ölçülebileceğini belirlemektir. Bu performans göstergelerin çalışma için kullanılmasındaki amaç, öğretmen yetiştiren kurumlara öğrenci seçiminde kullanılabilecek düzeyde kabul edildiği içindir. Belirli kriterleri taşıyan 34 uzman araştırmanın örneklemini oluşturmaktadır. Veri toplama aracı olarak "Performans Göstergelerinin Nasıl Ölçülebileceğinin Belirlenmesi Formu" kullanılmıştır. Verilerin çözümlenmesinde yüzde ve sıklıktan yararlanılmıştır. Araştırma sonucunda, araştırmaya katılan öğretim elamanlarının büyük çoğunluğu kişisel özellik standart alanında yer alan performans göstergelerinin kişilik testleri, mülakat sınavı ve öğretmen gözlem raporları ile ölçülebileceğini ifade etmişlerdir. İlgi standart alanında yer alan performans göstergelerinin ölçülmesinde mülakat sınavı ve ilgi envanteri ön plana çıkarken, sağlık standart alanında psikolojik testler ön plana çıkmıştır. Alan bilgisi standart alanında yer alan performans göstergelerinin ölçülmesinde ise ön plana çıkan uygulama başarı testleridir. Entelektüel düzey standart alanında mülakat sınavı; tutumda, beceride ve teknoloji standart alanında ise öğretmen gözlem raporları ön plana çıkan alternatif uygulamadır
The purpose of the study was to determine how to measure the performance indicators in admission standards developed by Kahramanoğlu (2014). These performance indicators were utilized in the study, since they were accepted as fit for use in student selection for teacher education institutions.. Sample of the research consisted of 34 specialists who have some certain criteria. A survey form to determine how Performance Indicators could be measured was used as data collection tool. Percentage and frequencies were used in data analysis. As a result of research, a majority of teaching professionals participating in the study has stated that the performance indicators designated for personality traits standard area could be measured via personality tests, interviews and teacher observation reports. While interviews and interest inventory were considered as significant in measuring the performance indicators designated for the interest standard area, psychological tests came into prominence in the health standard area. The most prominent implementation in measuring the performance indicators for the field knowledge standard area, however, was that of achievement tests. Other prominent alternative implementations were interviews in the intellectual level standard area, and teacher observation reports in the attitude, skills and technology standard areas, respectively
The purpose of the study was to determine how to measure the performance indicators in admission standards developed by Kahramanoğlu (2014). These performance indicators were utilized in the study, since they were accepted as fit for use in student selection for teacher education institutions.. Sample of the research consisted of 34 specialists who have some certain criteria. A survey form to determine how Performance Indicators could be measured was used as data collection tool. Percentage and frequencies were used in data analysis. As a result of research, a majority of teaching professionals participating in the study has stated that the performance indicators designated for personality traits standard area could be measured via personality tests, interviews and teacher observation reports. While interviews and interest inventory were considered as significant in measuring the performance indicators designated for the interest standard area, psychological tests came into prominence in the health standard area. The most prominent implementation in measuring the performance indicators for the field knowledge standard area, however, was that of achievement tests. Other prominent alternative implementations were interviews in the intellectual level standard area, and teacher observation reports in the attitude, skills and technology standard areas, respectively
Açıklama
Anahtar Kelimeler
Eğitim, Eğitim Araştırmaları
Kaynak
Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
5
Sayı
10
