The Effects of Complementary Measurement and Evaluation Development Program on Qualification Perception of Geography Pre-service Teachers

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dc.contributor.authorSanli, Cennet
dc.contributor.authorPinar, Adnan
dc.date.accessioned2024-02-23T14:48:57Z
dc.date.available2024-02-23T14:48:57Z
dc.date.issued2017
dc.departmentNEÜen_US
dc.description.abstractIn this research, it was aimed to reveal Complementary Measurement and Evaluation Development Program's effect (CMEDP) on geography pre-service teachers' competency perception for complementary measurement and evaluation. Research's study group consists of 36 pre-service teachers of Necmettin Erbakan University, Geography Teaching Program. In the study, the mixed model, in which the quantitative research design was the focus and the qualitative research design was taken as a supportive model, was used. The quantitative dimension of the study was carried out through focus group interviews with experimental design and qualitative dimension with pretest-posttest control group. Scale of Competency Perception for Selecting Complementary Measurement and Evaluation Tool (SCPSCMET), Scale of Competency Perception for Implementing Complementary Measurement and Evaluation Tool (SCPICMET), Scale of Competency Perception for Evaluating Complementary Measurement and Evaluation Tool (SCPECMET) were applied as pre-test to geography pre-service teachers in both groups. There was no significant difference (p> .05) between the groups in terms of pre-test scores of SCPSCMET, SCPICMET, SCPECMET. Then TODGP was applied to the experimental group with eight sessions. At the end of the CMEDP, SCPSCMET, SCPICMET, SCPECMET were re-applied to the experimental and control groups and the obtained quantitative data were analyzed with the SPSS 14.00 program. Qualitative data obtained from the focus group interviews of the research were analyzed by descriptive analysis method. As a result of the research, it was determined that CMEDP had positive effects on teachers' complementary assessment and evaluation qualification perceptions according to the quantitative and qualitative data obtained.en_US
dc.identifier.endpage39en_US
dc.identifier.issn1303-2429
dc.identifier.issn2147-7825
dc.identifier.issue35en_US
dc.identifier.startpage21en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12452/17916
dc.identifier.wosWOS:000425364800003en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isotren_US
dc.publisherMarmara Univen_US
dc.relation.ispartofMarmara Geographical Reviewen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectGeography Courseen_US
dc.subjectComplementary Measurement And Evaluation Development Programen_US
dc.subjectComplementary Measurement And Evaluationen_US
dc.subjectGeography Pre-Service Teachersen_US
dc.subjectCompetency Perceptionen_US
dc.titleThe Effects of Complementary Measurement and Evaluation Development Program on Qualification Perception of Geography Pre-service Teachersen_US
dc.typeArticleen_US

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