The Alternative Assessment-Evaluation Approaches Preferred by Pre-Service Teachers and Their Self-Efficacy towards these Approaches

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dc.contributor.authorOren, FS
dc.contributor.authorOrmanci, U
dc.contributor.authorEvrekli, E
dc.date.accessioned2024-07-18T11:53:53Z
dc.date.available2024-07-18T11:53:53Z
dc.description.abstractThe present research is a survey study carried out on pre-service teachers in the Education Faculty at Celal Bayar University (n=174). The study employed a questionnaire consisting of close-ended and semi-open-ended questions administered to determine the opinions of pre-service teachers about the alternative assessment-evaluation approaches they prefer. Furthermore, the self-efficacy scale was used to determine the efficacy of pre-service teachers towards alternative assessment-evaluation approaches. As shown by the results of the analysis, the pre-service teachers stated that they would like to use frequently instruments such as portfolios, performance assessment, concept maps, observation, and concept cartoons in their future teaching careers. Moreover, the MANOVA results revealed a significant difference in the self-efficacy of pre-service teachers about alternative assessment-evaluation approaches according to gender, while it did not significantly differ with the variables of department and grade. On the basis of the obtained results, certain suggestions are made with regard to the use of alternative assessment-evaluation approaches.
dc.identifier.issn1300-1337
dc.identifier.urihttp://akademikarsiv.cbu.edu.tr:4000/handle/123456789/5955
dc.language.isoEnglish
dc.publisherTURKISH EDUCATION ASSOC
dc.subjectPROFICIENCY PERCEPTIONS
dc.subjectEVALUATION TOOLS
dc.subjectPHYSICS
dc.titleThe Alternative Assessment-Evaluation Approaches Preferred by Pre-Service Teachers and Their Self-Efficacy towards these Approaches
dc.typeArticle

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