%0 Journal Article
%T rencilerin Matematik Dersine  li kin De erlendirme Tercihleri
%A Ayten P£¿nar BAL
%J Selcuk Universitesi Sosyal Bilimler Enstitusu Dergisi
%D 2012
%I 
%X Assessment is carried out in order to determine students¡¯ learning needs (Black & William, 1998a, 1998b; Ostrow, 1999),arrange the effectiveness of the teaching process (Chamoso & Caceres, 2008; Heddens & Speer, 2006) and analyse the knowledgeand skills that are acquired during this process. Alkan (1999) stated that although assessment and evaluation in all the fields ofscience have some standards, they might reveal some differences according to the field being investigated.While the changes in mathematics teaching programs started in the 1980s worldwide, the Assessment Standards for SchoolMathematics of National Council of Teachers of Mathematics (NCTM) started in the mid 1990s. Parallel to this, alternativeassessment and evaluation approaches reflecting the constructivism began to replace traditional assessment and evaluationapproaches reflecting the behaviourism as a result of the developments in the fields of education and psychology and it wasstarted to combine education and assessment (Webb, 2001). It is seen that traditional assessment and evaluation approaches inteaching of mathematics are not effective in measuring the individual characteristics and high order cognitive processes ofstudents; they evaluate only a small part of students¡¯ mathematical skills and they are disconnected from the teaching process(Bachman, 2002). In this regard, alternative assessment and evaluation approaches based on constructivism which can overcomethe deficiencies of traditional assessment and evaluation approaches have become to the agenda. (Krulick, Rudnick & Milou,2003; Sheffield & Cruikshank, 2000). In line with the constructivist approach, the standards of ¡°teaching¡±, ¡°assessment¡± and¡°program development¡± were rearranged and the objectives of learning were defined again. (Stiggins, 1999). In this situation, theroles of teachers and students have changed and not only assessing the learning (product) but also assessing the learning processeswithin the classroom environment have become a permanent part of education (Mcmillan, 2004; Shepard, 2000). In addition, theteaching strategies which the teachers use together with alternative assessment and evaluation approaches have changed and as aresult of this, high order thinking skills and the activities they do have become more meaningful (Kulm, 1993).Although there are many studies (Cavanagh, 2006; Uchiyama, 2005) about assessment especially intended for teachers in theliterature, limited studies (Ben-Chaim & Zoller, 1997; Birenbaum & Feldman, 1998) intended for students at higher educationlevel draws the attention. I
%K Assessment Preferences Inventory
%K Traditional Assessment and Evaluation and Alternative Assessment
%U http://www.sosyalbil.selcuk.edu.tr/sos_mak/articles/2012/27/6.PDF