International Journal of Computers in Education

Yazarlar: Selma ŞENEL

Konular:Eğitim, Bilimsel Disiplinler

Anahtar Kelimeler:Item development,Teacher-made tests,Teacher proficiencies,Bloom taxonomy,Programming training,Coding

Özet: Although the curriculum has acquisitions for high-level skills, in-class measurements of the cognitive level of these acquisitions are controversial. The discrepancy between the acquisitions and measurement leads to inaccuracy of the measurement results and the implications of these results. In this study, it was aimed to identify the measurement activities of the information technologies teachers' in Information Technology and Software course and to determine whether the items developed by the teachers are able to evaluate the objectives of the lesson, in terms of Revised Bloom's Taxonomy. For this purpose, attained 63 teachers filled the questionnaire including questions related to in-class measurement activities. Additionally, 263 items were collected from 10 volunteered teachers and were examined. According to the results, teachers mostly preferred paper-pencil tests and multiple choice items for measurement. Although acquisitions were predominantly in evaluation and synthesis levels, items developed by the teachers were found in application level. This finding reveals that results of in-class measurement did not provide valid information about whether students achieved objectives of the lesson.

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