Problems Experienced by Pre-School Teachers While Applying Assessment and Evaluation Methods

Procedia - Social and Behavioral Sciences 46 ( 2012 ) 3936 – 3941

1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu doi: 10.1016/j.sbspro.2012.06.175

WCES 2012

Problems experienced by pre-school teachers while applying assessment and evaluation methods

Ela Furat a *, H.Gonca Usta Sayin b, Muge Ulumanc

aAnkara University, Ankara , Turkey aCumhuriyet University, Sivas , Turkey

aKastamonuUniversity, Kastamonu, Turkeyc

Abstract Assessment and evaluation are inseparable and supplementary parts of education. When planning and implementation stages of education are examined, it is seen that assessment and evaluation are seen as important elements completing the process. In education, assessment and evaluation are used to determine the student's development level, readiness and learning difficulties.

elopment and to determine learning difficulties. Checklists, observation forms and portfolios are measurement tools frequently used. Since assessment and evaluation in this period are critical, it is quite important that pre-school teachers determine the problems while using assessment and evaluation methods. This research is a qualitative study trying to determine the problems of pre-school teachers in Ankara while using the assessment and evaluation methods.In this study, random sampling is used among probability sampling methods. In the research, data is collected by using half structured interview form prepared by researchers.Data is analyzed by using descriptive analysis method and is summarized according to themes determined by researchers.

12 Published by Elsevier Ltd. Keywords: Presc Pre-school, Assessment, Evaluation

1. Introduction

Education is a process from birth to death of a person. During this process, various data, skill, attitude and values are taught. These learnings cause considerable changes of a person. (Erden, 1998) According to modern scientific understanding, education is the physical, emotional, mental and social abilities of a person itself and also the process

Education process is divided into some stages in order to serve the education to people in a more effective way. First and the most important of all is the one called pre school period. The first years of life, this education process has an important role in development and education of a child. In fact, pre school education is a period, including the period from birth to primary school, focusing on developments of same er

* Corresponding Author name.Ela FURAT Tel.: +90-534-404 56 86 E-mail address: [email protected]

Available online at www.sciencedirect.com

© 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu

3937 Ela Furat et al. / Procedia - Social and Behavioral Sciences 46 ( 2012 ) 3936 – 3941

In this process, being the peak of curiosity and exploring, one has to be very careful about the education,

Skills, which a child gains during pre school period, are the basis of what these children will gain in the

future. Between 0 6 ages, the blanks, which cannot be filled in pre school period, are very difficult to fill later. Thus, pre school education institutes carry importance about preparing the children to primary school. In pre school education institutions, at first children learn to be an individual without their parents. This is the first step to make the children gain maturity both mentally and socially. In pre school education institutions, children are not taught literacy but they are gained literacy maturity and in addition to this some line, concept and numerical studies are performed among the children. Children learn to obey the rules, eat meals, use the toilets, clean, play

When considered the effects of the learnings during pre school period upon later life, observation and

analysis of the development of this period is quite important. Supporting the development of children in cognitive, affective, psychomotor fields can be controlled by analyzing the child objectively. This can be possible by recognizing and analyzing. Also, getting enough and sufficient feedback about how the education program runs, including necessary corrections, must decisions in education facilities, all have to base on assessment and evaluation.(Erkus, 2006) As a result of education facilities, determining how much the desired aims are gained, the learning difficulties, the efficiency of education programs, method and techniques, the analysis aimed at guiding the students are all valid and base on reliable assessment results. (Kan, 2009)

As a part of program, what the teachers working in pre school education are expected are that they should

not make the evaluation just for only facility, should realize various facilities as observations during the day, and should fill the observation results in registry forms. In pre school education institutions, development, education and health of every child should be filled in an observation development file, in direction of these, an acquisition evaluation file is held (Pre School Education Institutions Regulations, Clause 55, 56).

In pre school institutions, at least a well prepared development report is given to families every term. In

development reports, observation results are presented by concrete examples. This report is prepared like a school report; good, medium, bad or joined, not joined. Teacher keeps an acquisition evaluation file for each child and imprints the student file information with development reports prepared according to acquisition evaluation file information to e school system ( Pre School Education Institutions Regulations, Clause 20 ). Teacher makes use of such evaluation methods as development reports, portfolios (development files), standard tests, development control lists, anectode registries, observation registries while identifying and evaluating the pre school children. (URL, 2010.)

In pre school period, feedback, gained from assessment and evaluation, is very important to follow the development of students. To use the assessment and evaluation tools in right time and correctly is as important as nature of assessment. In this sense, determining the problems experienced while using assessment and evaluation equipments and methods, watching and evaluating the development of students are all important to guide the

Method Pattern of Research This is a qualitative study trying to determine the problems of pre school teachers, working in Ankara, while

using assessment and evaluation equipment and methods. In this study, case study pattern is used. Case study is handled by certain sampling on subject and extent; thus, it is focused on that pre assessment and evaluation applications, their problems and solutions (Yin, 1994).


Participants In this study, among the purposeful sampling methods, accessible case sampling is used. For this reason, 15

volunteer teachers, working in Ankara, are the sampling of this research. Collection and Analysis of Data In this research, semi formed interview form is used to collect data. The questions on interview form are

prepared by reviewing assessment and evaluation methods used in National Education program, and according to Pre School Education Institutions Regulations.

Scholar opinion is taken about increasing the validity and reliability of the study. Among the teachers in the group, interviews are made through recorders. Two researchers encoded the data independently. Then, coding results are compared. It is seen that their coding results are the same. At the final stage, coarse data and analyzed data are controlled by two researchers. (

Analysis of the data is made through depictive analysis method. Data, gained from interview form, is

Findings and Comment In this part, answers, which teachers gave in interview form, are presented through research aim. Findings

gained from research data are presented as part of themes formed in data analysis. Interview findinds are summarized in Table 1.

Table 1.Views and Divisions of Pre School Teachers about Assessment and Evaluation Applications Views

Participants f %

I am using portfolios, control lists and acquisition evaluation form as required. K1, K2, K3, K4, K5, K6, K7, K8, K9, K10, K11, K12, K13, K14, K15

15 100

The assessment and evaluation equipment are fit fot purpose; but they have to be corrected and developed.

K1, K2, K3, K4, K5, K6, K7, K8, K9, K10, K11, K12, K13, K14, K15

15 100

Because the items in evaluation forms are many, I think they have to be reduced to fit for purpose.

K1, K2, K4, K5, K6, K8, K9, K10, K11, K12, K13, K14

12 80

Acquisitions about daily life in acquisition evalution form have to be many. K1, K3, K4, K5, K6, K7, K8, K9, K10, K12, K13, K15

12 80

Language of evaluation forms must be degraded to much easier than the report language.

K2, K3, K5, K7, K8, K11, K12, K15

8 53

Appropriate rating options are not in forms for every acquisition and this aggravates the evaluation.

K2, K4, K5, K6, K8, K9, K10, K11, K13, K14, K15

11 73

plans. K1, K2, K3, K4, K5, K6, K7, K8, K10, K11, K13, K14, K15

13 87

I think the training of assessment and evaluation is not sufficient for graduate education.

K1, K2, K3, K4, K5, K6, K7, K8, K9, K10, K11, K12, K13, K14, K15

15 100

We must take applied in service training at certain intervals about assessment and evaluation in pre school education.

K1, K2, K3, K5, K6, K7, K8, K9, K10, K11, K12, K13, K14, K15

14 93

Teach


1. EffectiveUse of Assessment and Evaluation Methods

Table 2:

Views

f %

I am using portfolios, control lists and acquisition evaluation form as required. 15 100

As seen in Table 2, all the teachers interviewed said that they used portfolios, control lists and acquisition forms as required. Assessment and evaluation equipment, proposed in program, are used by teachers in the direction of instructions.

2. The suitability of Assessment and Evaluation Methods Used assessment and evaluation methods in direvtion of program are given

in Table 3

Table 3: The suitability of Assessment and Evaluation Methods Used

Views

f %

The assessment and evaluation equipment are fit fot purpose; but they have to be corrected and developed. 15 100 Because the items in evaluation forms are many, I think they have to be reduced to fit for purpose. 12 80

All teachers said the assessment and evaluation equipment were fit fot purpose; but they had to be corrected

and developed. K1 and K9 common views are below:

K1, K9,: I think we are using the best equipment for Pre School education. But I have to say that these equipment is not enough as we use them. These equipment has to be corrected and developed.

80 percent of teac

K2: The items of acquisition evaluation form are so long. A student fills for 3 or 4 paper imformation and my class has 25 students. It takes much time. I suggest that we use daily acquisition in less numbers.

It is seen that assessment and evaluation equipment is fit for purpose in programs but there are some

difficulties because the contents are so extensive. In addition, the fact that there are many items in contents is an observed factor preventing effective use of these forms in classrooms in which there are many students. That these forms include daily acquisitons is a factor increasing the use of these forms by teachers.

3. The Contents of Evaluation Forms Used

Views of teachers about the content of sample forms given in programs are given in Table 4.

Table 4: The Contents of Evaluation Forms Used

Views

f %

Acquisitions about daily life in acquisition evalution form have to be many. 12 80 Language of evaluation forms must be degraded to much easier than the report language. 8 53 Appropriate rating options are not in forms for every acquisition and this aggravates the evaluation. 11 73

ns which are in plans. 13 87


life and they say that these expressions have to be increased. About this topic, view of K5 is below: K5: I see that there is much acquisition, which takes part in daily life and not in evaluation

form. Yet, a pre school student may experience more special situation

53 percent of teachers say that language of evaluation forms must be degraded. About this topic, K12is below: K12: The evaluation forms we use are written in report language. Clearly, I sometimes have

difficulty in understanding what these expressions mean. I prefer that these expressions are written in a more simple language

73 perating.About this topic, K8

K8

sufficient for some acquisitions. For example; in cognitive field: there is an for a student

there is not an expression. In form, more detailed

87 percent of teachers say that there is not a detailed instruction about the sample form application. About

this topic, K4 K4 when to fill the

forms and how to fill the forms. We have some information about this subject with more experienced teachers

The forms in the program, which teachers have to fill, have to include the situations of some special students. Also, the ratin

That the instruction about the application is limited, especially young teachers could make these applications by the help of experienced teachers is observed. Content of the evaluation forms in program is limited and not enough from the point of defined proficiencies, rates and instruction.

4. Proficiency of Teachers Views of teachers about assessment and evaluation lesson they had at university, and about the in service

education they had when they were teachers are given in Table 5.

Table 5:Proficienct of Teachers Views

f %

I think that the education we had at university about the assessment and evaluation is not sufficient. 15 100 We must take applied in service training at certain intervals about assessment and evaluation in pre school education.. 14 93

All of the teachers say that their education during school time about assessment and evaluation is not sufficient. Views of K7 and K15 are below:

K7: The assessment and evaluation lessons were absolutely insufficient. I recognized what assessment and evaluation was while I was going to courses after graduation. During our lessons

were different and we graduated insufficiently


K15: reason, we were doing different applications. I think that if we had our lectures from our assessment and evaluation lecturers, we would be more conscious now

93 percent of teachers said that during in service seminars, they wanted to take applied assessment and evaluation lessons at certain intervals. Views of K10 are above:

K10: Richer assessment and evaluation in service seminars should be made. And these education should be funny and applied in order to make it more effective

It is seen that at universities, assessment and evaluation lectures are not aimed at applications. And teachers have difficulty when they start work. Besides this, there is no in service training about assessment and evaluation and the education is only in theory. It is also seen that pre school teachers see themselves insufficient about assessment and evaluation.

DISCUSSION AND RESULT

The rapid development of a child in early childhool will have a big impact on later life. For this reason, it is

very important to observe and evaluate this development. Supporting the development of children in cognitive, affective, psychomotor fields can be controlled by analyzing the child objectively. This can be possible by recognizing the child. In Ministry of National Education, during 36 72 months education, recognition and evaluation of child; collection of information about the child from various systematic ways, their registry and the child can then be evaluated with this database. But it is seen that pre school teachers only use the assessment and evaluation forms which the program suggests. These forms are difficult for content and to fit for purpose in

not suitable for evaluating the students separately and for seeing the real performance of children. They neither have education about the assessment and evaluation nor have they in service training while they are teachers.

It is seen that pre school teachers use only acquisition evaluation forms and developments reports for

velopment. Because these are applied only at the end of term, they lack time and so cannot follow the real developments of children. Thus, it is observed that the necessity of various assessment methods, emphasized in this program, at certain intervals is not in forms and appliance.

In sum, it is agreed that the assessment and evaluation methods used in pre schools should be made

richer. It is the common expectation of teachers that in order to emphasize the importance of assessment and evaluation, there should be some applied training about this subject. REFERENCES

, (22), 24,25. Farkl sosyo - n okul olgunlu s ndan kar la t r lmas

Yay mlanmam stanbul. Erden, M. (1998). -47. Erkus, A. (2006). -karamlar ve uygulamalar.

(Gelistirilmis

1997). M.E.B. , Ankara,

Bilimler -30. URL: (2010). eacea.ec.europa.eu/education/eurydice/documents/.../TR_TR.pdf. Er

Sosyal bilimlerde nitel aras

Yin, R. K. (1994). Case study research design and methods. London: SAGE.

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Problems Experienced by Pre-School Teachers While Applying Assessment and Evaluation Methods