Vocational High School Teachers’ and Students’ Opinions about Performance Tasks

Ayşegül ALTUN; Hülya Kelecioğlu

doi:https://doi.org/10.21449/ijate.425190

Makale detayları

Vocational High School Teachers’ and Students’ Opinions about Performance Tasks

Yazarlar:

Ayşegül ALTUN | Hülya Kelecioğlu

Yayıncı:

İzzet KARA

Ana Başlıklar:

Eğitim

Dergi:

International Journal of Assessment Tools in Education 2018 Vol.5 Issue 3, pp.544-566

Belge Tipi:

Makale

Yayın Tarihi:

9/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000718720

Sıklık:

Üç Aylık

eISSN:

2148-7456

DOI:

https://doi.org/10.21449/ijate.425190

Özet:

 


The aim of the study is to determine the
opinions of teachers and students in a Vocational High School about performance
tasks. This study was carried out with 17 vocational high school students and
13 teachers. This study was conducted through qualitative research design by
analyzing the records of the individuals who shared their own interviews,
observations and documents. The data were analyzed through content analysis.
The first codes were generated for each question and the collected data were arranged
in an inducible approach by determining appropriate themes for these codes. All
the codes and themes were checked by second researchers. Moreover, the
consistency in coding was determined. In addition to the interviews,
observations and document analysis were performed. The results of this study
demonstrate that both the students and the teachers do not have sufficient
knowledge about what the performance task is and how it is carried out.
Therefore, the performance tasks carried out do not reach their goals.
Performance tasks should measure higher order thinking, and they should be
related to real life situations. The results of the study show that performance
tasks do not demonstrate these features. In addition, students should have
knowledge and understanding of the subjects in order to complete their
performance tasks. On the other hand, they are supposed to perform a
performance task about a subject which they mostly do not understand or they do
not know. This may be the reason why performance task does not reach its goal.

.

 


The aim of the study is to determine the opinions of teachers and students in a Vocational High School about performance tasks. This study was carried out with 17 vocational high school students and 13 teachers. This study was conducted through qualitative research design by analyzing the records of the individuals who shared their own interviews, observations and documents. The data were analyzed through content analysis. The first codes were generated for each question and the collected data were arranged in an inducible approach by determining appropriate themes for these codes. All the codes and themes were checked by second researchers. Moreover, the consistency in coding was determined. In addition to the interviews, observations and document analysis were performed. The results of this study demonstrate that both the students and the teachers do not have sufficient knowledge about what the performance task is and how it is carried out. Therefore, the performance tasks carried out do not reach their goals. Performance tasks should measure higher order thinking, and they should be related to real life situations. The results of the study show that performance tasks do not demonstrate these features. In addition, students should have knowledge and understanding of the subjects in order to complete their performance tasks. On the other hand, they are supposed to perform a performance task about a subject which they mostly do not understand or they do not know. This may be the reason why performance task does not reach its goal.

.

Makale detayları

Vocational High School Teachers’ and Students’ Opinions about Performance Tasks

Yazarlar: Ayşegül ALTUN | Hülya Kelecioğlu

Yayıncı: İzzet KARA

Ana Başlıklar: Eğitim

Dergi: International Journal of Assessment Tools in Education 2018 Vol.5 Issue 3, pp.544-566

Belge Tipi: Makale

Yayın Tarihi: 9/2018

Belge Dili: İngilizce

Document ID (Org No.): 2000718720

Sıklık: Üç Aylık

eISSN: 2148-7456

DOI: https://doi.org/10.21449/ijate.425190

Sayı

Yazarlar:

Ayşegül ALTUN | Hülya Kelecioğlu

Yayıncı:

İzzet KARA

Ana Başlıklar:

Eğitim

Dergi:

International Journal of Assessment Tools in Education 2018 Vol.5 Issue 3, pp.544-566

Belge Tipi:

Makale

Yayın Tarihi:

9/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000718720

Sıklık:

Üç Aylık

eISSN:

2148-7456

DOI:

https://doi.org/10.21449/ijate.425190