Ortaöğretim Öğrencileri İçin Değerlendirme Deneyimi Ölçeğini Uyarlama Çalışması

In education, the experiences of students related to factors such as students, teachers, teaching methods, teaching materials. What students experience in the process; the amount and distribution of study efforts, examinations and learning, assignments and learning are included in the assessment process. In this context, the lack of a valid and reliable instrument that can measure the assessment experience of existing students to determine the amount of study and the nature of the assignments is remarkable. In this study, the Assessment Experience Questionnaire(AEQ), originally developed by Gibbs and Simpson (2003), was adapted to Turkish. The study is important in terms of being a source of data and providing the students' current assessment experiences. During the scale development process, additional items were included to the scale by literature review and final version of it was formed. The study group of the study consisted of 222 students for the first application and 1041 students for the last application. The AEQ consists of three subdimensions; the amount and distribution of the study effort, the examination and learning, assignments and learning. Some items have been eliminated from the adapted instrument because loading of the factors that make up the factors into more than one factor, factor load values are at least 3 items, and statistically, factorforming substances are theoretically in the same factor structure. Data were analyzed by exploratory factor analysis using the SPSS. To conduct the reliability and validity analyses of the scale, item analysis, factor Bu makale Prof. Dr. Özlem KORAY’ın danışmanlığını yaptığı Seçil TURAN’ın yüksek lisans tezinden üretilmiştir. * Arş. Gör. , Zonguldak Bülent Ecevit Üniversitesi, Ereğli Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü Res. Asst. Zonguldak Bulent Ecevit University, Ereğli Faculty of Education, Mathematics and Sciences Department 0000-0002-0721-9545 eminekahraman07@gmail.com ** Prof. Dr., Zonguldak Bülent Ecevit Üniversitesi Ereğli Eğitim Fakültesi, Matematik ve Fen Bilimleri Eğitimi Bölümü Prof. Dr., Zonguldak Bulent Ecevit University, Ereğli Faculty of Education, Mathematics and Sciences Department 0000-0003-1804-0871 ocankoray@gmail.com *** Öğretmen, Kdz Ereğli Mehmet Ali ve Kadri Yılmaz Anadolu Lisesi Teacher, Mehmet Ali and Kadri Yılmaz Anatolian High School 0000-0002-0146-5788 sclturan@hotmail.com **** Dr. Öğr. Üyesi, Zonguldak Bülent Ecevit Üniversitesi, Ereğli Eğitim Fakültesi, Eğitim Bilimleri Bölümü Asst. Prof. Dr., Zonguldak Bulent Ecevit University, Ereğli Faculty of Education, Educational Sciences Department 0000-0001-7258-4007 ozgurmat@hotmail.com 284 Emine Kahraman Özlem Koray Seçil Turan Özgür Murat Çolakoğlu Turkish Studies, 15(1) analysis, and reliability coefficient were found. A scale of 13 items was formed from the item pool consisting of 31 items before the application of the scale. The adapted scale can be used to reveal the assessment experiences of different groups of students. Structured Abstract: Introduction: In education, assessment is made process-oriented to decide what students learn in learning environments or to reveal the effectiveness of the implemented method, to determine the deficiencies or learning needs of students and to determine the rate of achieving the objectives in general (Doğan, 1997; Liu ve Carless, 2006; Marsh ve Willis, 2007; OECD, 2005). Through assessment, students' performances can be determined using a variety of assessment instruments (Linn ve Gronlund, 1995). It is also the guide to ensure that decisions about programs, teachers, students, and administrators, which are the basis of the education system, are accurate, reasonable and appropriate to the objectives (Bahar, Bıçak, Durmuş and Nartgün, 2014). Academic achievement is one of the most important concepts to be measured during the assessment process. It is necessary to encourage students to study to increase their academic success and to perform as expected. Students who do not pay enough time and effort for academic studies have low motivation to actualize themselves at school. These students generally find enough effort to pass their class and think that more is unnecessary (Yavuzer, 1994). The student's expected academic achievement can be defined through learning-oriented assessments. The quality of assessments used in education is important for students' development and academic achievement. The assessment experiences of the students in the learning process include all experiences related to the students, teachers, teaching methods and teaching materials. What students experience in the process; the amount and distribution of study efforts, examinations and learning, assignments and learning are included in the assessment process. In this context, the lack of a valid and reliable instrument that can measure the assessment experience of existing students to determine the amount of study and the nature of the assignments is remarkable. The Assessment Experience Questionnaire was adapted to address this deficiency. The adaptation process of the scale was based on the Assessment Experience Questionnaire (AEQ) developed by Gibbs and Simpson (2003). Besides, new items were added and the final version of the scale was formed by reviewing the literature during the adaptation process. During the scale development process, additional items were included to the scale by literature review and final version of it was formed. The study is important in terms of being a source of data and providing the students' current assessment experiences.