The Science Teacher’s Opinions about Using Performance Assessment in Elementary Science Education

Omer Kutlu; Ozen Yildirim; Safiye Bilican Demir

doi:doi:10.11648/j.ijeedu.20140306.12

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The Science Teacher’s Opinions about Using Performance Assessment in Elementary Science Education

Omer Kutlu, Ozen Yildirim, Safiye Bilican Demir

Published in International Journal of Elementary Education (Volume 3, Issue 6)

Received: 10 December 2014 Accepted: 16 December 2014 Published: 22 December 2014

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Abstract

Since the implementers of curriculum in schools are the teachers, it is imperative that teachers’ opinions are taken into account on new approaches and methods like performance assessment used in science education. Therefore, the views of teachers should be clearly found out. The aim of this research was to determine the views of elementary science teachers towards the use of performance assessment. The research was conducted with 148 science teachers. According to results, however the frequency of using performance assessment during the training is not very high enough, the percentage of teachers who use performance assessment once or twice in an educational year was higher than the percentage of teachers who just use one or not,. The primary reason for teachers to use performance assessment was “transferring learned science subjects in the classroom to its applications in real life,” and “encouraging students to research and collect data.” The most important difficulty they encounter while using performance assessment was “parents’ help.” They thought that parents assist their kids more than teachers expect. They sometimes do the whole assignment on behalf of students. Besides this finding, while evaluating students’ assignments in performance assessment the teachers frequently prefer to use the decisions from their professional experiences and scoring rubrics.

Published in	International Journal of Elementary Education (Volume 3, Issue 6)
DOI	10.11648/j.ijeedu.20140306.12
Page(s)	121-127
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Elementary Science Education, Performance Assessment, Science Curriculum, Science Teachers’ Views

References

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APA Style

Omer Kutlu, Ozen Yildirim, Safiye Bilican Demir. (2014). The Science Teacher’s Opinions about Using Performance Assessment in Elementary Science Education. International Journal of Elementary Education, 3(6), 121-127. https://doi.org/10.11648/j.ijeedu.20140306.12

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ACS Style

Omer Kutlu; Ozen Yildirim; Safiye Bilican Demir. The Science Teacher’s Opinions about Using Performance Assessment in Elementary Science Education. Int. J. Elem. Educ. 2014, 3(6), 121-127. doi: 10.11648/j.ijeedu.20140306.12

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AMA Style

Omer Kutlu, Ozen Yildirim, Safiye Bilican Demir. The Science Teacher’s Opinions about Using Performance Assessment in Elementary Science Education. Int J Elem Educ. 2014;3(6):121-127. doi: 10.11648/j.ijeedu.20140306.12

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@article{10.11648/j.ijeedu.20140306.12,
  author = {Omer Kutlu and Ozen Yildirim and Safiye Bilican Demir},
  title = {The Science Teacher’s Opinions about Using Performance Assessment in Elementary Science Education},
  journal = {International Journal of Elementary Education},
  volume = {3},
  number = {6},
  pages = {121-127},
  doi = {10.11648/j.ijeedu.20140306.12},
  url = {https://doi.org/10.11648/j.ijeedu.20140306.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20140306.12},
  abstract = {Since the implementers of curriculum in schools are the teachers, it is imperative that teachers’ opinions are taken into account on new approaches and methods like performance assessment used in science education. Therefore, the views of teachers should be clearly found out. The aim of this research was to determine the views of elementary science teachers towards the use of performance assessment. The research was conducted with 148 science teachers. According to results, however the frequency of using performance assessment during the training is not very high enough, the percentage of teachers who use performance assessment once or twice in an educational year was higher than the percentage of teachers who just use one or not,. The primary reason for teachers to use performance assessment was “transferring learned science subjects in the classroom to its applications in real life,” and “encouraging students to research and collect data.” The most important difficulty they encounter while using performance assessment was “parents’ help.” They thought that parents assist their kids more than teachers expect. They sometimes do the whole assignment on behalf of students. Besides this finding, while evaluating students’ assignments in performance assessment the teachers frequently prefer to use the decisions from their professional experiences and scoring rubrics.},
 year = {2014}
}

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TY  - JOUR
T1  - The Science Teacher’s Opinions about Using Performance Assessment in Elementary Science Education
AU  - Omer Kutlu
AU  - Ozen Yildirim
AU  - Safiye Bilican Demir
Y1  - 2014/12/22
PY  - 2014
N1  - https://doi.org/10.11648/j.ijeedu.20140306.12
DO  - 10.11648/j.ijeedu.20140306.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 121
EP  - 127
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20140306.12
AB  - Since the implementers of curriculum in schools are the teachers, it is imperative that teachers’ opinions are taken into account on new approaches and methods like performance assessment used in science education. Therefore, the views of teachers should be clearly found out. The aim of this research was to determine the views of elementary science teachers towards the use of performance assessment. The research was conducted with 148 science teachers. According to results, however the frequency of using performance assessment during the training is not very high enough, the percentage of teachers who use performance assessment once or twice in an educational year was higher than the percentage of teachers who just use one or not,. The primary reason for teachers to use performance assessment was “transferring learned science subjects in the classroom to its applications in real life,” and “encouraging students to research and collect data.” The most important difficulty they encounter while using performance assessment was “parents’ help.” They thought that parents assist their kids more than teachers expect. They sometimes do the whole assignment on behalf of students. Besides this finding, while evaluating students’ assignments in performance assessment the teachers frequently prefer to use the decisions from their professional experiences and scoring rubrics.
VL  - 3
IS  - 6
ER  -

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Author Information

Omer Kutlu

Ankara University, Department of Educational Science, Ankara, Turkey
Ozen Yildirim

Nigde University, Department of Educational Science, Nigde, Turkey
Safiye Bilican Demir

Kocaeli University, Department of Educational Science, Kocaeli, Turkey

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Plain Text BibTeX RIS

APA Style

Omer Kutlu, Ozen Yildirim, Safiye Bilican Demir. (2014). The Science Teacher’s Opinions about Using Performance Assessment in Elementary Science Education. International Journal of Elementary Education, 3(6), 121-127. https://doi.org/10.11648/j.ijeedu.20140306.12

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ACS Style

Omer Kutlu; Ozen Yildirim; Safiye Bilican Demir. The Science Teacher’s Opinions about Using Performance Assessment in Elementary Science Education. Int. J. Elem. Educ. 2014, 3(6), 121-127. doi: 10.11648/j.ijeedu.20140306.12

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AMA Style

Omer Kutlu, Ozen Yildirim, Safiye Bilican Demir. The Science Teacher’s Opinions about Using Performance Assessment in Elementary Science Education. Int J Elem Educ. 2014;3(6):121-127. doi: 10.11648/j.ijeedu.20140306.12

Copy | Download

@article{10.11648/j.ijeedu.20140306.12,
  author = {Omer Kutlu and Ozen Yildirim and Safiye Bilican Demir},
  title = {The Science Teacher’s Opinions about Using Performance Assessment in Elementary Science Education},
  journal = {International Journal of Elementary Education},
  volume = {3},
  number = {6},
  pages = {121-127},
  doi = {10.11648/j.ijeedu.20140306.12},
  url = {https://doi.org/10.11648/j.ijeedu.20140306.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20140306.12},
  abstract = {Since the implementers of curriculum in schools are the teachers, it is imperative that teachers’ opinions are taken into account on new approaches and methods like performance assessment used in science education. Therefore, the views of teachers should be clearly found out. The aim of this research was to determine the views of elementary science teachers towards the use of performance assessment. The research was conducted with 148 science teachers. According to results, however the frequency of using performance assessment during the training is not very high enough, the percentage of teachers who use performance assessment once or twice in an educational year was higher than the percentage of teachers who just use one or not,. The primary reason for teachers to use performance assessment was “transferring learned science subjects in the classroom to its applications in real life,” and “encouraging students to research and collect data.” The most important difficulty they encounter while using performance assessment was “parents’ help.” They thought that parents assist their kids more than teachers expect. They sometimes do the whole assignment on behalf of students. Besides this finding, while evaluating students’ assignments in performance assessment the teachers frequently prefer to use the decisions from their professional experiences and scoring rubrics.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - The Science Teacher’s Opinions about Using Performance Assessment in Elementary Science Education
AU  - Omer Kutlu
AU  - Ozen Yildirim
AU  - Safiye Bilican Demir
Y1  - 2014/12/22
PY  - 2014
N1  - https://doi.org/10.11648/j.ijeedu.20140306.12
DO  - 10.11648/j.ijeedu.20140306.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 121
EP  - 127
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20140306.12
AB  - Since the implementers of curriculum in schools are the teachers, it is imperative that teachers’ opinions are taken into account on new approaches and methods like performance assessment used in science education. Therefore, the views of teachers should be clearly found out. The aim of this research was to determine the views of elementary science teachers towards the use of performance assessment. The research was conducted with 148 science teachers. According to results, however the frequency of using performance assessment during the training is not very high enough, the percentage of teachers who use performance assessment once or twice in an educational year was higher than the percentage of teachers who just use one or not,. The primary reason for teachers to use performance assessment was “transferring learned science subjects in the classroom to its applications in real life,” and “encouraging students to research and collect data.” The most important difficulty they encounter while using performance assessment was “parents’ help.” They thought that parents assist their kids more than teachers expect. They sometimes do the whole assignment on behalf of students. Besides this finding, while evaluating students’ assignments in performance assessment the teachers frequently prefer to use the decisions from their professional experiences and scoring rubrics.
VL  - 3
IS  - 6
ER  -

Copy | Download