EXPLORING PROSPECTIVE TEACHERS’ CONCEPTIONS OF ASSESSMENT IN TURKISH CONTEXT

Assessment plays crucial roles in educational process, and assessment results are seen as one of the best predictors of success or failure of the teaching-learning process. However, teachers’ or teacher candidates’ conceptions of conducting assessment have been mostly overlooked so far. To this end, the present study seeks to reveal the prospective teachers’ conceptions of assessment. It also seeks to show the effect of individual differences (e.g. grade), and tries to indicate any relationships among different purposes of conducting assessment. 204 prospective teachers participated in the study. Descriptive statistics indicated that improvement conception had the highest value, whereas conception of irrelevance had the lowest. Correlation results indicated that improvement, school accountability and student accountability conceptions were positively and strongly correlated with each other. On the other hand, there was a negative correlation between improvement and irrelevance conceptions. A multivariate test of variance (MANOVA) was utilized to examine any effects of individual differences on participants’ conception of assessment. MANOVA results indicated that even if there were differences in descriptive results for each variable, grade level is the only independent variables making statistically significant difference on participants’ conception of assessment. However, a follow-up Bonferroni adjustment presented no significance difference when the grades considered separately.  Article visualizations

İngilizce öğretmeni ve öğretmen adaylarının ölçme ve değerlendirme kavrayışına yönelik bir araştırma

Although the importance of assessment on education is undebatable, the intentions of assessors while conducting assessment haven’t been studied yet in detail. To this end, this study aimed to disclose pre-service and inservice English teachers’ conceptions of assessment. In the study, conception of assessment was categorized under four main titles; improvement, school accountability, student accountability and irrelevance. A total of 97 pre-service and in-service teachers participated in the study. Descriptive results indicated that conception of improvement held the highest agreement level among participants. On the other hand, school accountability got the lowest agreement level. Correlation results showed that improvement, school and student accountability conceptions were positively correlated. A MANOVA analysis was applied to scrutinize any effects of gender and grade level/teaching differences on participants’ conceptions. Analysis results indicated that both gender and grade level/teaching factors made significant difference on participants’ conceptions of assessment. A follow up ANOVA analysis indicated significant gender difference on school accountability, with males had higher value than females. Also, there was a significant difference among grade level/teaching groups on school and student accountabilities. Teachers held the highest value for school accountability, and fourth graders held the highest mean value for student accountability.Ölçme ve değerlendirmenin eğitim üzerindeki önemi tartışılmaz olsa da, ölçme ve değerlendirme yaparken ölçmecilerin niyetleri henüz ayrıntılı olarak incelenmemiştir. Bu amaçla, bu çalışma hizmet öncesi ve hizmet içi İngilizce öğretmenlerinin ölçme değerlendirme kavrayışlarını açıklamayı amaçlamıştır. Çalışmada ölçme ve değerlendirme kavramı dört ana başlık altında toplanmıştır; gelişim, okul sorumluluğu, öğrenci sorumluluğu ve önemsizlik. Çalışmaya toplam 97 öğretmen ve öğretmen adayı katılmıştır. Betimsel sonuçlar, gelişim kavrayışının katılımcılar arasında en yüksek anlaşma düzeyini sağladığını göstermiştir. Öte yandan, okulun sorumluluğu en düşük anlaşma düzeyine sahiptir. Korelasyon sonuçları gelişme, okul ve öğrenci hesap sorumluluğu kavramlarının pozitif korelasyon gösterdiğini göstermiştir. Cinsiyet ve sınıf düzeyi/öğretim farklılıklarının katılımcıların kavrayışları üzerindeki etkilerini incelemek için çoklu bir varyans analizi uygulanmıştır. Analiz sonuçları, hem cinsiyet hem de sınıf düzeyi/öğretim faktörlerinin katılımcıların değerlendirme kavrayışları üzerinde önemli bir fark yarattığını göstermiştir. Takip eden tek yönlü varyans analizi, erkeklerin kadınlardan daha yüksek değere sahip olduğu, okul sorumluluğu üzerinde önemli cinsiyet farklılığı olduğunu göstermiştir. Ayrıca, sınıf ve öğretim grupları arasında okul ve öğrenci sorumluluğu arasında anlamlı bir fark vardır. Öğretmenler okul sorumluluğu için en yüksek değere sahiptir ve dördüncü sınıf öğrencileri öğrenci sorumluluğu için en yüksek ortalama değere sahiptir

Göreve Yeni Başlayan Ortaokul Matematik Öğretmenlerinin Öz Yansıtma Süreçleri

In this case study the aim is to examine the self-reflection processes (self-evaluation, causal attribution, emotional reactions and inferences) of novice mathematics teachers. The participants were six middle school (grades of 5-8) mathematics teachers who have less than five years teaching experience working in the Western and Central Anatolia Regions of Turkey. The data of the study were collected through the semi-structured interviews developed based on classroom observations. First, the instructional situations were determined by observing the mathematics lessons of the participants (approximately 10 hours for each participant). Afterwards, through semi-structured interviews, the participants were asked to reflect on these instructional situations. During the data analysis, first within case analyses were made, and the self-reflection of each teacher was described. Then by comparing the data obtained from six teachers, it was defined which self-reflection processes the novice mathematics teachers performed and to what extent they performed them. The findings suggest that the participants did not consider their teaching behaviors when they were asked to evaluate the lesson. They attributed the cause of the failure in their lessons to factors beyond their control (e.g., low involvement of parents, insufficient physical facilities of the school). In addition, it is observed that they were less likely to develop positive emotional responses for the observed lessons and were insufficient in taking adaptive decisions for their future lessons. These findings indicate the necessity of pre-service and in-service practices that will support newly recruited middle school mathematics teachers to gain much more comprehensive self-reflection skills.Bu durum çalışmasında göreve yeni başlayan ortaokul (5-8. sınıflar) matematik öğretmenlerinin öğretim faaliyetlerine ilişkin öz yansıtma süreçlerinin (öz değerlendirme, neden atfetme, duygusal tepki ve sonuç çıkarımı) incelenmesi amaçlanmıştır. Araştırmada, Türkiye’nin Batı ve İç Anadolu bölgelerinde görev yapmakta olan, meslek yaşamlarında ilk beş yılını doldurmamış altı ortaokul matematik öğretmeni ile çalışılmıştır. Araştırmanın verileri, sınıf içi gözlemlerden hareketle geliştirilmiş olan yarı yapılandırılmış görüşmeler aracılığıyla elde edilmiştir. Veri toplama sürecinde ilk olarak katılımcıların matematik dersleri (her bir katılımcı için yaklaşık 10 saat) gözlemlenerek öğretim durumları belirlenmiştir. Ardından gerçekleştirilen yarı yapılandırılmış görüşmelerle katılımcılardan tespit edilen öğretim durumları için öz yansıtmalar yapmaları istenmiştir. Analiz sürecinde ilk olarak durum içi analizler yapılmış ve her bir öğretmenin öz yansıtma faaliyetleri betimlenmiştir. Ardından altı öğretmenden elde edilen bulgular karşılaştırmalı olarak incelenerek göreve yeni başlayan ortaokul matematik öğretmenlerinin hangi öz yansıtma faaliyetlerini ne derece gerçekleştirdiği tanımlanmıştır. Bulgular, katılımcıların dersi değerlendirmeleri istendiğinde kendi öğretim davranışlarını dikkate almadıklarını göstermektedir. Derslerindeki başarısızlığı, kendi kontrolleri altında olmayan faktörlere (örneğin ebeveynlerin ilgisizliği, okulun fiziksel imkânlarının yetersizliği) atfetmişlerdir. Ayrıca gözlemlenen dersleri için ortaya koymuş oldukları olumlu duygusal tepkilerin ve sonraki dersleri için almış oldukları uyarlamacı (gelişimsel) kararların yetersiz olduğu gözlemlenmiştir. Bu bulgular, göreve yeni başlayan ortaokul matematik öğretmenlerinin öz yansıtma becerilerini kazanmalarını destekleyecek hizmet önceci ve hizmet için uygulamaların gerekliliğine işaret etmektedir

SELF-REGULATION OF NOVICE MIDDLE SCHOOL MATHEMATICS TEACHERS IN THE PREPARATION PROCESS FOR TEACHING

This study analyses the self-regulation (goal setting and planning) of the novice middle school mathematics teachers during the preparation phase of teaching. The study is designed as a case study. The participants are six mathematics teachers with less than five-year teaching experience. The data were collected through interviews, observations and document analysis. In regard to the observations, the teaching of certain topics (e.g., basic elements of prisms) were observed to uncover the classroom behavior of the participants. In the semi-structured interviews carried out after the class observations, the participants were asked some questions about their goals and planning concerning the related teaching activities. The findings of the study indicate that the participants do not exhibit the goal setting and planning activities that are consistent with the conceptual learning covered in the mathematics education program. It is also found that they do not set clear goals and develop detailed planning in regard to teaching activities

EVALUATION OF RIGHT VENTRICLE SYSTOLIC AND DIASTOLIC FUNCTION IN PATIENTS WITH PAROXYSMAL ATRIAL FIBRILLATION

Objective: Atrial fibrillation (AF) is frequently an electrical sign of underlying structural heart disease. Structural remodelling may begin not only in ventricles but also in atrium secondary to AF. In this study, we sought to investigate the effect of paroxysmal atrial fibrillation (PAF) on right ventricle function. Method: We prospectively analyzed 30 patients diagnosed with PAF and 25 control individuals. Cardiac risk factors and medical treatment of patients were obtained and recorded in both groups. Right ventricle tricuspid annular plane systolic excursion (TAPSE) and Tei indexes were measured as an indicator of right ventricular function. Results: There was no statistical difference between groups in terms of demographic and clinical characteristics. Tei index was higher and TAPSE was lower in PAF group compared to control individuals (p>0.05). There was no statistically significant difference between PAF and control groups in terms of right ventricular diastolic functions neither. Although isovolumic relaxation time (IVRT) was higher in PAF group, it did not give statistical significance. Conclusion: In this study, even not being statistically significant Tei index, which assess right ventricular function was over upper limit in PAF patients. This may have been as the result of prolonged IVRT. This result may indicate that right ventricular diastolic functions may be effected in patients with PAF

Energy Response and Longitudinal Shower Profiles Measured in CMS HCAL and Comparison With Geant4

The response of the CMS combined electromagnetic and hadron calorimeter to beams of pions with momenta in the range 5-300 GeV/c has been measured in the H2 test beam at CERN. The raw response with the electromagnetic compartment calibrated to electrons and the hadron compartment calibrated to 300 GeV pions may be represented by sigma = (1.2) sqrt{E} oplus (0.095) E. The fraction of energy visible in the calorimeter ranges from 0.72 at 5 GeV to 0.95 at 300 GeV, indicating a substantial nonlinearity. The intrinsic electron to hadron ratios are fit as a function of energy and found to be in the range 1.3-2.7 for the electromagnetic compartment and 1.4-1.8 for the hadronic compartment. The fits are used to correct the non-linearity of the e pi response to 5% over the entire measured range resulting in a substantially improved resolution at low energy. Longitudinal shower profile have been measured in detail and compared to Geant4 models, LHEP-3.7 and QGSP-2.8. At energies below 30 GeV, the data, LHEP and QGSP are in agreement. Above 30 GeV, LHEP gives a more accurate simulation of the longitudinal shower profile

Synchronization and Timing in CMS HCAL

The synchronization and timing of the hadron calorimeter (HCAL) for the Compact Muon Solenoid has been extensively studied with test beams at CERN during the period 2003-4, including runs with 40 MHz structured beam. The relative phases of the signals from different calorimeter segments are timed to 1 ns accuracy using a laser and equalized using programmable delay settings in the front-end electronics. The beam was used to verify the timing and to map out the entire range of pulse shapes over the 25 ns interval between beam crossings. These data were used to make detailed measurements of energy-dependent time slewing effects and to tune the electronics for optimal performance

Design, Performance, and Calibration of CMS Hadron Endcap Calorimeters

Detailed measurements have been made with the CMS hadron calorimeter endcaps (HE) in response to beams of muons, electrons, and pions. Readout of HE with custom electronics and hybrid photodiodes (HPDs) shows no change of performance compared to readout with commercial electronics and photomultipliers. When combined with lead-tungstenate crystals, an energy resolution of 8\% is achieved with 300 GeV/c pions. A laser calibration system is used to set the timing and monitor operation of the complete electronics chain. Data taken with radioactive sources in comparison with test beam pions provides an absolute initial calibration of HE to approximately 4\% to 5\%

Design, Performance and Calibration of the CMS Forward Calorimeter Wedges

We report on the test beam results and calibration methods using charged particles of the CMS Forward Calorimeter (HF). The HF calorimeter covers a large pseudorapidity region (3\l |\eta| \le 5), and is essential for large number of physics channels with missing transverse energy. It is also expected to play a prominent role in the measurement of forward tagging jets in weak boson fusion channels. The HF calorimeter is based on steel absorber with embedded fused-silica-core optical fibers where Cherenkov radiation forms the basis of signal generation. Thus, the detector is essentially sensitive only to the electromagnetic shower core and is highly non-compensating (e/h \approx 5). This feature is also manifest in narrow and relatively short showers compared to similar calorimeters based on ionization. The choice of fused-silica optical fibers as active material is dictated by its exceptional radiation hardness. The electromagnetic energy resolution is dominated by photoelectron statistics and can be expressed in the customary form as a/\sqrt{E} + b. The stochastic term a is 198% and the constant term b is 9%. The hadronic energy resolution is largely determined by the fluctuations in the neutral pion production in showers, and when it is expressed as in the electromagnetic case, a = 280% and b = 11%

Design, Performance, and Calibration of the CMS Hadron-Outer Calorimeter

The CMS hadron calorimeter is a sampling calorimeter with brass absorber and plastic scintillator tiles with wavelength shifting fibres for carrying the light to the readout device. The barrel hadron calorimeter is complemented with an outer calorimeter to ensure high energy shower containment in the calorimeter. Fabrication, testing and calibration of the outer hadron calorimeter are carried out keeping in mind its importance in the energy measurement of jets in view of linearity and resolution. It will provide a net improvement in missing \et measurements at LHC energies. The outer hadron calorimeter will also be used for the muon trigger in coincidence with other muon chambers in CMS