Akademik Veri Yönetim Sistemi
Eğitim Programları ve Öğretim Kongresi (EPOK), İzmir, Türkiye, 4 - 06 Kasım 2021
Introduction
This study aims to examine
and evaluate the in-service training for measurement and evaluation presented
to teachers online. In-service training is defined as vocational training
offered to employees in the public or private sector (Taymaz, 1978). The rapid
change in all areas of life and the fact that the information obtained before the
service cannot be kept up to date for many years reveals the need to provide
in-service training to the employees of various institutions (Kale, 2015). According
to Taymaz (1992), the types of in-service training are as follows:
·
Orientation Training
·
Basic Training
·
Development Training
·
Completion Training
·
Advance Training
·
Professional Training
For the purposes stated
above, in-service training is also offered to teachers in different contexts
from time to time. In-service training of teachers in Turkey is carried out by
the Ministry of National Education under the General Directorate of Teacher
Training and Development (OYGM, 2018). Among the General Competencies of
Teaching Profession determined by this institution, measurement-evaluation is
expressed as one of the basic teacher qualifications (MEB, 2017).
Measurement is defined as
determining the size of any quantity with a measuring tool or appraising any
property of an object (Morrow Jr, Jackson, Disch, & Mood, 2000; Scriven,
1981). On the other hand, evaluation is expressed as the decision-making
process about the measured feature based on the measurement results (Atılgan,
2018; Turgut & Baykul, 2012). Science and technology give the opportunity
to develop and update measurement tools and evaluation understanding. In this respect,
it would not be wrong to say that measurement and evaluation is an area open to
development. This situation also draws attention to the importance of
in-service training on measurement and evaluation given to teachers. It was considered
important to evaluate these in-service training conducted online, especially
due to the Covid-19 pandemic. In this context, it was considered important to evaluate
these in-service trainings conducted online, especially due to the Covid-19
pandemic.
Methodology
A case study design, one
of the qualitative research methods, was used in the research. The purpose of
the qualitative case study design used in the research is to collect in-depth
information about a program, event, activity, process, or person (Creswell, 2009).
In this context, the in-service training provided to teachers on measurement
and evaluation was handled as a single case. In this respect, the research
design used was considered as a singular case study design. The type of case
study that deals with a situation is expressed as a singular case study (Stake,
2005). The research data were collected through semi-structured interviews with
16 teachers and 8 school administrators determined by criterion sampling and
observation of 5-days online in-service training. Expert opinion, participant
confirmation, and consistency between coders were taken into consideration to
ensure the validity and reliability of the research data. Content analysis was
used to analyze collected data.
Results
According to the research
findings, teachers and school administrators consider themselves moderately
competent in measurement and evaluation. On the other hand, school
administrators consider themselves more competent in measurement and evaluation
compared to teachers. While teachers do not consider in-service training among
the factors affecting their measurement and evaluation competencies, according
to school administrators, in-service training is one of the factors that most
affect their measurement and evaluation competencies. In addition, most of the
interviewed teachers stated that they do not participate in the in-service
training as they believe the in-service training on measurement and evaluation
is unsuccessful. On the contrary, school administrators stated that they follow
the in-service training to a large extent and found the in-service training on
measurement and evaluation useful. Moreover, some interviewees believe that the
information they learned during in-service training has no equivalent in the
exam-oriented education system. In addition, teachers and school administrators
believe that the MoNE should take various steps to plan the in-service training
correctly and to carry out the applied training processes effectively. This situation was also noted in the observations made. During the
Covid-19 pandemic period, it has been observed that there are problems in the
practices of various measurement tools, questions, and item writing in online
in-service training. Contrary to the efforts of the instructors who carry out
the courses, teachers are mostly passive listeners in applied courses. In
addition, it is very difficult to present the determined content effectively
within the planned time frame. This situation confirms the opinions that in-service
training is not planned effectively in the interviews. In the study, various
suggestions were presented that are thought to increase the effectiveness of
in-service training presented to teachers on measurement and evaluation.
Keywords:
measurement, evaluation, in-service training, teacher
training, program evaluation.
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