Furkejuvvon:
| Váldodahkkit: | , |
|---|---|
| Materiálatiipa: | Recurso digital |
| Giella: | dološeŋgelasgiella (s. 450-1100) |
| Almmustuhtton: |
Zenodo
2025
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| Fáttát: | |
| Liŋkkat: | https://doi.org/10.5281/zenodo.14685228 |
| Fáddágilkorat: |
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Sisdoallologahallan:
- <p>The course on Religious Culture and Ethics (DKAB) is a significant subject in Turkey's education system, aiming to help students understand religious culture and internalize moral values. DKAB lessons are designed to support students' abilities to conduct research, solve problems, and make sense of life while considering individual differences. The curriculum prioritizes meaningful learning over superficial memorization, based on the constructivist learning model. A unique approach tailored to DKAB has been adopted in the measurement and evaluation process. The Ministry of National Education recommends incorporating alternative and student-centered measurement and evaluation techniques instead of standardized methods in DKAB classes, promoting diversity and flexibility in the process. The use of methods such as performance tasks, open-ended questions, student portfolios, and projects is encouraged, enabling students to demonstrate their knowledge and skills. This study examines the perceptions of DKAB teachers regarding measurement and evaluation processes in public schools in İzmir. Data were collected from 115 teachers through snowball sampling. The study considers participants' gender, age, seniority, education level, and whether they have received training in measurement and evaluation. The findings reveal that teachers' perceptions vary based on factors such as gender, age, seniority, education level, and training status. In particular, younger and less experienced teachers were found to have more positive perceptions, while the diversity of perceptions decreased with increased seniority. These findings highlight the importance of planning professional development programs for teachers and improving measurement and evaluation processes.</p>