An Investigation into Examination-Type Preferences of Primary School Students in Relation to Various Variables

Basit Öğe Kaydı
dc.authoridTAS, Halil/0000-0002-5219-1123
dc.contributor.authorTas, Halil
dc.contributor.authorMinaz, Muhammet Baki
dc.date.accessioned2024-12-24T19:30:02Z
dc.date.available2024-12-24T19:30:02Z
dc.date.issued2019
dc.departmentSiirt Üniversitesi
dc.description.abstractPurpose: Many teachers make assessment and evaluation without taking into account the preferences of the students. However, for a qualified assessment and evaluation activity, it is very important to take into account the individual differences, individual needs, and choice of exam types when determining the type of exam. This study seekeds to determine examination-type preferences of 4th grade primary school students and whether these differed depending on gender, and the location of the school, and to reveal the reasons of students' preferences related to examination types. Methods: The study group of this relational research model was composed of 208 4th grade students. Convenience sampling was used to determine the study group. In this study, Examination-Type Preference Questionnaire was used to determine the examination types preferred by students while Interview Form was employed to find out the causes of their examination-type preferences. To collect the data of the study, quantitative and qualitative research methods were applied. Findings: It was determined that students preferred multiple choice tests most whereas they preferred written examinations least. It was also determined that there was no significant relationship between examination types preferred and gender of students, and location of the school. Implications for Research and Practice: Studies that will make use of other variables should be carried out related to examination-type preferences. In addition, a similar study on a larger sample can be used to determine alternative assessment and assessment competencies of classroom teachers. (C) 2019 Ani Publishing Ltd. All rights reserved
dc.identifier.doi10.14689/ejer.2019.81.5
dc.identifier.endpage98
dc.identifier.issn1302-597X
dc.identifier.issn2528-8911
dc.identifier.issue81
dc.identifier.scopus2-s2.0-85067946544
dc.identifier.scopusqualityQ3
dc.identifier.startpage79
dc.identifier.trdizinid309071
dc.identifier.urihttps://doi.org/10.14689/ejer.2019.81.5
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/309071
dc.identifier.urihttps://hdl.handle.net/20.500.12604/7347
dc.identifier.wosWOS:000469369300005
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherAni Yayincilik
dc.relation.ispartofEurasian Journal of Educational Research
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241222
dc.subjectPrimary school
dc.subjectExamination type
dc.subjectAssessment and evaluation
dc.subjectExam anxiety
dc.titleAn Investigation into Examination-Type Preferences of Primary School Students in Relation to Various Variables
dc.title.alternativeİlkokul Öğrencilerinin Sınav Türü Tercihlerinin Çeşitli Değişkenler Açısından İncelenmesi
dc.typeArticle

Dosyalar

Koleksiyon

WOS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
TR-Dizin İndeksli Yayınlar Koleksiyonu