Yıl 2018, Cilt 11, Sayı 2, Sayfalar 244 - 260 2018-03-09

Eğitimde Ölçme ve Değerlendirme Uygulamalarına Bilişsel Tanılayıcı Bir Yaklaşım
Where the Rivers Merge: Cognitive Diagnostic Approaches to Educational Assessment

Tuğba Elif TOPRAK [1] , Abdulvahit ÇAKIR [2]

174 144

Bilişsel psikolojinin psikometri ile harmanlanması Bilişsel Tanılayıcı Değerlendirme (BTD) adı verilen ölçme ve değerlendirme yaklaşımının ortaya çıkmasını sağlamıştır. BTD, bilişsel temelli, istatistiki açıdan sofistike ve alternatif bir ölçme ve değerlendirme yaklaşımıdır. Bireylerin belirli bir beceri ya da akademik alandaki güçlü ve zayıf yanlarının, eksiklerinin ve yanılgılarının saptanmasını ve bu hususlara yönelik paydaşlara (öğrenci, öğretmen, veli ve idarecilere) bireylerin halihazırdaki durumları hakkında detaylı dönüt verilmesini amaçlar. Sağlanan dönüt, pedagojik açıdan anlamlı ve öğrenme sürecini destekleyici boyutta olmalıdır. Bu değerlendirme yaklaşımının eğitim öğretim faaliyetleri için pek çok yararı olmasına karşın, BTD hem eğitim araştırmacıları hem de ölçme değerlendirme alanında çalışan araştırmacılar tarafından yeteri derecede tanınmamaktadır. Bu makalede, BTD yaklaşımının ortaya çıkmasına sebep veren eğitimsel akım ve gelişmeler ele alınmış, BTD’nin kuramsal temelleri, çalışma prensipleri, işlevleri hakkında detaylı bilgi verilmiştir. Ayrıca, BTD’nin öğrenme çıktılarını iyileştirme ve eğitim programlarının kalite ve hesap verebilirliğinin artırılması hedeflerine yönelik olarak, eğitim ve ölçme değerlendirme ortamlarında nasıl uygulanabileceği hususunda öneriler sunulmuştur.

A growing emphasis on the union of cognitive psychology with psychometrics has led to the inception of Cognitive Diagnostic Assessment (CDA). CDA can be  defined as a cognitively‑grounded assessment methodology which aims to detect  examinees’ strengths and weaknesses in a given domain, make reliable diagnostic classifications directly from the statistical models, and present stakeholders with fine‑grained and pedagogically‑meaningful diagnostic feedback. Although CDA holds great promise for educational assessment practices, it remains relatively unknown to many assessment specialists. Hence, this paper aims to describe the theoretical underpinnings and working principles of CDA by giving information about the developments that have led to the inception of CDA and elaborate on how CDA can be implemented in operational assessment settings either by using an inductive or retrofitted approach to foster learning and enhance accountability within educational programs. Finally, the potential that CDA bears for educational assessment is discussed and practical implications are made. 

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Birincil Dil en
Konular Eğitim, Bilimsel Disiplinler
Yayımlanma Tarihi Nisan 2018
Dergi Bölümü Makaleler
Yazarlar

Yazar: Tuğba Elif TOPRAK (Sorumlu Yazar)
Kurum: GAZİ ÜNİVERSİTESİ
Ülke: Turkey


Yazar: Abdulvahit ÇAKIR
Kurum: GAZİ ÜNİVERSİTESİ
Ülke: Turkey


Bibtex @derleme { akukeg363915, journal = {Kuramsal Eğitimbilim Dergisi}, issn = {1308-1659}, eissn = {1308-1659}, address = {Afyon Kocatepe Üniversitesi}, year = {2018}, volume = {11}, pages = {244 - 260}, doi = {10.30831/akukeg.363915}, title = {Where the Rivers Merge: Cognitive Diagnostic Approaches to Educational Assessment}, key = {cite}, author = {TOPRAK, Tuğba Elif and ÇAKIR, Abdulvahit} }
APA TOPRAK, T , ÇAKIR, A . (2018). Where the Rivers Merge: Cognitive Diagnostic Approaches to Educational Assessment. Kuramsal Eğitimbilim Dergisi, 11 (2), 244-260. DOI: 10.30831/akukeg.363915
MLA TOPRAK, T , ÇAKIR, A . "Where the Rivers Merge: Cognitive Diagnostic Approaches to Educational Assessment". Kuramsal Eğitimbilim Dergisi 11 (2018): 244-260 <http://dergipark.gov.tr/akukeg/issue/35951/363915>
Chicago TOPRAK, T , ÇAKIR, A . "Where the Rivers Merge: Cognitive Diagnostic Approaches to Educational Assessment". Kuramsal Eğitimbilim Dergisi 11 (2018): 244-260
RIS TY - JOUR T1 - Where the Rivers Merge: Cognitive Diagnostic Approaches to Educational Assessment AU - Tuğba Elif TOPRAK , Abdulvahit ÇAKIR Y1 - 2018 PY - 2018 N1 - doi: 10.30831/akukeg.363915 DO - 10.30831/akukeg.363915 T2 - Kuramsal Eğitimbilim Dergisi JF - Journal JO - JOR SP - 244 EP - 260 VL - 11 IS - 2 SN - 1308-1659-1308-1659 M3 - doi: 10.30831/akukeg.363915 UR - http://dx.doi.org/10.30831/akukeg.363915 Y2 - 2018 ER -
EndNote %0 Kuramsal Eğitimbilim Dergisi Where the Rivers Merge: Cognitive Diagnostic Approaches to Educational Assessment %A Tuğba Elif TOPRAK , Abdulvahit ÇAKIR %T Where the Rivers Merge: Cognitive Diagnostic Approaches to Educational Assessment %D 2018 %J Kuramsal Eğitimbilim Dergisi %P 1308-1659-1308-1659 %V 11 %N 2 %R doi: 10.30831/akukeg.363915 %U 10.30831/akukeg.363915
ISNAD TOPRAK, Tuğba Elif , ÇAKIR, Abdulvahit . "Eğitimde Ölçme ve Değerlendirme Uygulamalarına Bilişsel Tanılayıcı Bir Yaklaşım". Kuramsal Eğitimbilim Dergisi 11 / 2 (Mart 2018): 244-260. http://dx.doi.org/10.30831/akukeg.363915