THE VIEWS OF SOCIAL STUDIES TEACHERS ABOUT ALTERNATIVE ASSESSMENT
This study which was carried out in order to describe views of social studies teachers about alternative assessment is a phenomenological case study from qualitative research models. Data of the study was obtained with focus group discussions composed of sessions. Focus group discussions were made w...
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/cafca95a429449b789174e7a9a16049a |
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| Sumario: | This study which was carried out in order to describe views of social studies teachers about alternative assessment is a phenomenological case study from qualitative research models. Data of the study was obtained with focus group discussions composed of sessions. Focus group discussions were made with 11 social studies teacher; 6 male and 5 female. According to the findings, these results were attained: social studies teachers made such descriptions about alternative assessment; “Project-performance assessment”, “step-by-step assessment”, “observing the performance and progress of student in a specific period of time”, “socialization of student”, “controlling the process in a certain period” and “not only acquisition but also actualization of knowledge”. Social studies teachers describe performance homework, projects, portfolio, rubric, self-assessment, peer assessment, diaries, seminars and conferences as types of alternative assessment. Problems confronted by social studies teachers in alternative assessment and solutions they suggest for these problems were |
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