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Makale Özeti:
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When evaluating the students’ learning process, the previous
science curriculum in Turkey did not value the role of inquiry and
formative assessment. But the latest policy documents clearly
identify the change with a particular emphasis placed on studentcentered
learning and formative assessment. As an effort to
understand the impact of this movement, our primary purpose with
this study is to evaluate the current stance of Turkish teachers in
various critical skills, including formative assessment, teacher
support and teacher-directed instruction, drawing upon PISA 2012
data. To achieve this goal, we first investigated the association
between students’ test scores in science, and school and student
related factors that influence students’ assessment of teachers in
those skills. Then we compared Turkish teachers with countries that
are ranked usually above the average (United States), and on the
top (Korea) of international rankings. The study indicated a strong
positive relationship between teacher support and student science
achievement. It also indicated that teachers in all countries struggle
when providing formative assessment, and Turkish teachers support
students’ thinking and reasoning, check students’ understanding
more than their counterparts in USA and Korea.
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