INVESTIGATION OF THE RELATIONSHIP BETWEEN COGNITIVE STRUCTURES AND SUFFICIENCY OF ALTERNATIVE MEASUREMENT AND ASSESSMENT TOOLS USAGE

In this study it was aimed to determine science teacher candidates’ perceptions about their sufficiency on alternative measurement and assessment tools and if their cognitive styles had an effect on their perceptions. Usage of alternative measurement and assessment tools which gives both to the students and the instructors information about the process can provide improvements in higher thinking skills and creative thinking skills and therefore be effective in meaningful learning. However teachers did not use them quite often. The main problem of this research is to find out if teacher’s cognitive style is a factor affecting this. The study was conducted according to survey method and there were 68 participants enrolled who were studying science teaching in an education faculty in 2016-2017 fall semester. Data were collected through Hidden Figures Test and Pre-Service Science Teachers Competencies on Alternative Measurement and Assessment Techniques Scale. According to the findings of this study it can be said that science teacher candidates in this study mostly have field intermediate cognitive style and high perceptions about alternative measurement and assessment techniques. At the same time it can be said that there is no relationship between cognitive styles of science teacher candidates and their perceptions about competencies to prepare alternative measurement and assessment tools. In other words pre-service science teachers’ perceptions about competencies to prepare alternative measurement and assessment tools are high regardless of their cognitive styles