A research on the relative and absolute evaluation for determination of student achievement
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2012
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info:eu-repo/semantics/openAccess
Özet
Abstract:Araştırmada Ege Üniversitesi Eğitim Fakültesinde bağıl olarak hesaplanan notların mutlak olması durumunda değişimlerinin nasıl olacağı, öğrenci ve öğretim elemanlarının bağıl değerlendirmeye ilişkin görüşleri belirlenemeye çalışılmıştır. Araştırmanın verileri nicel ve nitel verilerden oluşmakta, “bütüncül çoklu durum deseni” seçilmiştir. Araştırmanın nicel verilerini 2004-2008 yılları arasında öğrencilerin tüm derslerdeki toplam 3120 not, nitel verileri ise 12 öğrenci ve öğretim elemanı ile yapılan görüşmeler oluşturmaktadır. Araştırmada 9 farklı harf notunun tümünü içeren 3120 harf notunun tamamı için mutlak hesaplama yapılması durumunda ancak notların % 41,63’ünün bağıl değerlendirmedeki harf notuna denk geldiği notların % 21,63’ünün bağıl harf notunun altında, % 41,63’ünün ise bağıl harf notunun üstünde yer aldığı bulunmuştur. Araştırma sonucunda, BDS uygulamasına bağlı olarak öğrenciler arası paylaşımın olumsuz etkilendiği, öğrenciler arasında olumsuz rekabet olgularının yaşandığı, gruplaşmaların görüldüğü ve öğrenciler arasında güven sorunu oluştuğu sonucuna varılmıştır.
Abstract:The present study was carried out to determine the changes expected to occur in the event of a shift from the current relative evaluation system to absolute evaluation system and the opinions of students and instructors about relative evaluation system at Ege University Faculty of Education. The data of the study consist of both quantitative and qualitative data and “holistic multiple case design” was used. The quantitative data of the study comprise of a total of 3120 student grades in all courses between 2004 and 2008; and the qualitative data were obtained from interviews with 12 students and instructors. In the study, it was found that with an absolute evaluation of the 3120 letter grades that include all 9 different letter grades, only 41,63% of the grades corresponded with the letter grades in relative evaluation system while 21,63% of the grades were below the relative letter grades and 41,63% were above. At the end of the study, it was concluded that RES (relative evaluation system) caused sharing among students negatively, led to groupings and resulted in problems in confidence.
Abstract:The present study was carried out to determine the changes expected to occur in the event of a shift from the current relative evaluation system to absolute evaluation system and the opinions of students and instructors about relative evaluation system at Ege University Faculty of Education. The data of the study consist of both quantitative and qualitative data and “holistic multiple case design” was used. The quantitative data of the study comprise of a total of 3120 student grades in all courses between 2004 and 2008; and the qualitative data were obtained from interviews with 12 students and instructors. In the study, it was found that with an absolute evaluation of the 3120 letter grades that include all 9 different letter grades, only 41,63% of the grades corresponded with the letter grades in relative evaluation system while 21,63% of the grades were below the relative letter grades and 41,63% were above. At the end of the study, it was concluded that RES (relative evaluation system) caused sharing among students negatively, led to groupings and resulted in problems in confidence.
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İnönü Üniversitesi Eğitim Fakültesi Dergisi
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ATILGAN H,YURDAKUL B,ÖĞRETMEN T (2012). A research on the relative and absolute evaluation for determination of student achievement. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 13(2), 79 - 98.
