Investigation of science teachers’ self-efficacy for online measurement and evaluation
Ferhat Karakaya 1 * , Eray Selcuk 2 , Mehmet Yilmaz 3
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1 Department of Mathematics and Science Education, Faculty of Education, Yozgat Bozok University, Yozgat, TÜRKİYE2 Ministry of Education, Ankara, TÜRKİYE3 Department of Mathematics and Science Education, Gazi Faculty of Education, Gazi University, Ankara, TÜRKİYE* Corresponding Author

Abstract

The spread of the COVID-19 pandemic across the world has caused countries to differentiate in their education systems. In order to minimize the effects of the epidemic and prevent its spread, online education has become widespread around the world. In this research, it was aimed to examine the self-efficacy of science teachers for online measurement and evaluation according to different variables. The research in which the survey model, which is one of the quantitative research methods, was used, was carried out with 149 science teachers. The data of the research were created by using the self-efficacy scale for online measurement and evaluation. It has been determined that there is a significant difference between the variables of education level, type of school and technological competencies of science teachers’ self-efficacy for online assessment and evaluation. Despite that, it was determined that there was no significant difference in the self-efficacy scores of science teachers for online measurement and evaluation according to gender, in-service training, and professional experience.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 8, Issue 4, October 2023, Article No: em0174

https://doi.org/10.29333/pr/13851

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