Hannover 2010 – scientific programme
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DD: Fachverband Didaktik der Physik
DD 24: Lehreraus- und -fortbildung II (Studien)
DD 24.1: Talk
Wednesday, March 10, 2010, 13:40–14:00, S3
Alternative Assessment Techniques in Science Education Programmes — •Melek Gulsah Eroglu1 and Hülya Kelecioglu2 — 1University of Gazi, Faculty of Education, Besevler, Ankara, Turkey — 2University of Hacettepe, Faculty of Education, Beytepe, Ankara, Turkey
Assessments play an important role in the teaching and learning process, and for specific uses. It is one of the most important part of educational process that directs teaching, learning as well as curriculum development. However, widely used classical assessment techniques such as multiple choice tests are not adequate to provide neither a correct picture of students* performances nor the effectiveness of the teaching process. Alternative assessment techniques are very important because they aim i) to evaluate conceptual and meaningful understanding, ii) to focus on the process of learning not the product, and iii) to motivate the learning may also be the teaching process. This research has been conducted throughout the idea that changes should exist in the education system depending upon the changes of concepts within the education system. This study has been conducted in order to evaluate the applicability and effectiveness of alternative measurement and evaluation methods such as structural communication grids and concept maps. Additionally, the misconceptions of students about some basic concepts related to force are aimed to be determined through these different assessment tools.Related applications have been performed approximately 100 science pre-service teachers at Hacettepe University in Ankara in the 2009-2010 academic year.