Investigation of 6th-Grade Gifted Students' Perceptions and Anticipations of Four Assessment Methods
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| Title: | Investigation of 6th-Grade Gifted Students' Perceptions and Anticipations of Four Assessment Methods |
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| Language: | English |
| Authors: | Zeynep Tuncer, Berna Inci, Mine Isiksal-Bostan |
| Source: | Online Submission. 2023Paper presented at the International Eurasian Educational Research Congress (EJERCongress) (2023). |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2023 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Grade 6, Academically Gifted, Student Attitudes, Elementary School Students, Student Evaluation, Evaluation Methods, Foreign Countries |
| Geographic Terms: | Turkey |
| Abstract: | Gifted students are future leaders in society. In order to support and encourage them, it's important to have a thorough understanding of the nature of giftedness and the perceptions, and anticipations of gifted students. Therefore, the purpose of this study is to investigate the perceptions and anticipations of 6th-grade gifted students about four commonly used assessment methods, namely, exams, homework, project and performance assessments, and in-class assessments in mathematics classes. The present study is a case study, which is a type of qualitative methodology. The participants of this study consisted of three 6th-grade gifted students who attended Science and Art Centers (BILSEM) in Ankara. To collect the data, semi-structured interviews were conducted, and data were analyzed through content analysis. The findings indicated that although their perceptions and anticipations varied, three gifted students mostly like project and performance assessments out of these four methods, prefer group assessment to individual assessment, and do not like exams and excessive amounts of homework. In addition, the reflections of gifted students' perceptions can be seen in their anticipations. The findings of this study would be helpful to provide teachers and researchers insight into the perceptions and anticipations of gifted students regarding the assessment to diversify assessment, which would contribute to revealing and enhancing gifted students' potential. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 675-685.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED638310 |
| Database: | ERIC |
| Abstract: | Gifted students are future leaders in society. In order to support and encourage them, it's important to have a thorough understanding of the nature of giftedness and the perceptions, and anticipations of gifted students. Therefore, the purpose of this study is to investigate the perceptions and anticipations of 6th-grade gifted students about four commonly used assessment methods, namely, exams, homework, project and performance assessments, and in-class assessments in mathematics classes. The present study is a case study, which is a type of qualitative methodology. The participants of this study consisted of three 6th-grade gifted students who attended Science and Art Centers (BILSEM) in Ankara. To collect the data, semi-structured interviews were conducted, and data were analyzed through content analysis. The findings indicated that although their perceptions and anticipations varied, three gifted students mostly like project and performance assessments out of these four methods, prefer group assessment to individual assessment, and do not like exams and excessive amounts of homework. In addition, the reflections of gifted students' perceptions can be seen in their anticipations. The findings of this study would be helpful to provide teachers and researchers insight into the perceptions and anticipations of gifted students regarding the assessment to diversify assessment, which would contribute to revealing and enhancing gifted students' potential. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 675-685.] |
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