Scaling of Secondary School Students' Evaluation Preferences According to Learning Approaches

Filiz İsnaç, Celal Deha Doğan

Abstract


The aim of this study is to determine the evaluation preferences of secondary school students adopting deep and superficial learning approach by using pairwise comparison method. The study was carried out with 444 students chosen from 9th, 10th, 11th and 12th grade students in four different types of secondary education in Mersin. The case V and case III models of the scaling method based on Thurstone's (1927) Law of Comparative Judgment, which can be applied in cases where the items can be given to participants in pairs, are used to answer the research questions. As a result of the research, it was determined that students adopting both deep and superficial learning approaches prefer the questions measuring the skills at remembering level with higher chance success such as matching, true or false and multiple choice in the first place, performance tasks and long answer questions in the last place while determining their academic success. When this result was examined according to the overall and grade levels of secondary students, it was observed that it did not change except for minor differences.


Keywords


Evaluation preferences, learning approaches, scaling

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References


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