The main purpose of this study was to investigate sixth, seventh, and eight gradeTurkish, English, Mathematics, Science and Technology, and Social Studies
teachers&rsquo / conceptions of assessment. It was also aimed at finding out the differences,
if any, in teachers&rsquo / conceptions of assessment according to their teaching subject,
years of teaching experience, in-service training, and the undergraduate institution
they graduated from.
There were 414 teachers included in the study. Data were gathered through the short
version of Teacher Conceptions of Assessment Scale (TCoA-IIIA), which had 27
items. Exploratory Factor Analysis results revealed that there were four factors in the
scale which were called Student Accountability, School Accountability,
Improvement, and Irrelevance like in the original scale.
Then, the correlation results revealed that Student Accountability, School
Accountability and Improvement conceptions were significantly correlated with each
other at moderate level. However, Irrelevance conception did not have a significant
relationship with other conceptions.
The findings of Multivariate Analysis of Variance (MANOVA) indicated that
teaching subject and in-service training did not make any significant difference in
teachers&rsquo / conceptions of assessment. However, years of teaching experience and
undergraduate institution teachers graduated did significant differences in teachers&rsquo / conceptions of assessment.
| Identifer | oai:union.ndltd.org:METU/oai:etd.lib.metu.edu.tr:http://etd.lib.metu.edu.tr/upload/12612141/index.pdf |
| Date | 01 July 2010 |
| Creators | Vardar, Emine |
| Contributors | Aksu, Meral |
| Publisher | METU |
| Source Sets | Middle East Technical Univ. |
| Language | English |
| Detected Language | English |
| Type | M.A. Thesis |
| Format | text/pdf |
| Rights | To liberate the content for public access |
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