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A Review of Complementary Measurement and Evaluation Techniques Used in Science and Technology Classes
This study is designed as a descriptive survey study. Data collection tool is developed according to expert opinions to identify teacher opinions and suggestions. Questionnaire has qualitative items. 206 class teachers from 84 primary schools are involved in this study during 2012-2013 school year in Nizip/Gaziantep. Descriptive analyze technique is used to analyze data. The result of this study reveals that concept maps and project based methods are more preferred by 4th and 5th grade teachers in science and technology classes with the reason of highlighting individual competences, evaluating not only the outcome but also the process, providing objective evaluation, giving opportunity to evaluate student in individual basis and including students to the process actively. The obstacles stated by teachers are difficulties to store data, time consuming (preparation and application), inadequate material and environment, insufficient level of readiness of student, and too crowded classes. It is observed that teachers who work in central schools and involved in in-service training programs are more likely to use portfolio, concept map, project, interview and demonstration methods.

Science and technology, teachers’ opinions, complementary measurement and evaluation

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