About this paper

Appears in:
Pages: 6832-6842
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

AN ACTION RESEARCH ON THE USE OF PERFORMANCE ASSESSMENT APPROACH IN SOCIAL STUDIES COURSES

C. Öztürk, G. Yildirim

Marmara University (TURKEY)
In Turkey, primary school curricula have been changed in conformity with constuctivist learning approach since 2005. Most of researches which evaluated the implementation of new curricula indicate that there are some problems especially about the measurement and assessmet dimension of the new curricula. The purpose of this study is to examine the use of performace assessment approach in social studies courses and to determine students, parents and teacher’s views about this approach. Action research method was conducted mainly in three phases; the first phase included defining the problem, the second phase included developing, implementing and monitoring an action plan, the third phase included determining of the teacher, pupils and parents' opinions about action plan and solutions were determined. The participants of the study consisted of a social studies teacher, 30 students attending seventh grade and their parents in Maltepe district of İstanbul. A semi-structured interview, an open-ended survey form, semi-structured observation and informal observation and interviews were conducted to gather the data. All data was analyzed in conformity with qualitative descriptive data analysis. According to the general conclusions reached in the study, students evaluted the performance assessment tasks in terms of educational contributions such as to provide enjoyable learning, working in groups, seeing the point and consolidate the information and to be memorable and instructive. Nevertheless, while using performance assessment tasks students perceived this approaches as a problematic area because of structure of group work, inability to have particular skills, time problems, to be difficult and tiring ect. The teacher evaluted this approaches in terms of to ensure active participation of students, to be difficult, to have some disciplinary problems and balance of number of tasks. Findings were discussed in accordance with curriculum and its application, curriculum development and professional development.
@InProceedings{OZTURK2011ANA,
author = {{\"{O}}zt{\"{u}}rk, C. and Yildirim, G.},
title = {AN ACTION RESEARCH ON THE USE OF PERFORMANCE ASSESSMENT APPROACH IN SOCIAL STUDIES COURSES},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {6832-6842}}
TY - CONF
AU - C. Öztürk AU - G. Yildirim
TI - AN ACTION RESEARCH ON THE USE OF PERFORMANCE ASSESSMENT APPROACH IN SOCIAL STUDIES COURSES
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 6832
EP - 6842
ER -
C. Öztürk, G. Yildirim (2011) AN ACTION RESEARCH ON THE USE OF PERFORMANCE ASSESSMENT APPROACH IN SOCIAL STUDIES COURSES, EDULEARN11 Proceedings, pp. 6832-6842.
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