THE USAGE OF MEASUREMENT AND EVALUATION TECHNIQUES BY TEACHERS OF RELIGIOUS CULTURE AND ETHICS COURSE IN A WAY THAT CONTRIBUTES TO CRITICAL THINKING EDUCATION


Cingoz O., AKYÜREK S.

BILIMNAME, vol.44, no.1, pp.241-280, 2021 (Journal Indexed in ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 44 Issue: 1
  • Publication Date: 2021
  • Doi Number: 10.28949/bilimname.695541
  • Title of Journal : BILIMNAME
  • Page Numbers: pp.241-280

Abstract

The contribution to critical thinking education in religious culture and ethics course depends on the consideration of critical thinking education in the measurement and evaluation process as well as the planning and implementation processes. Accordingly, it is important to carry out measurement and evaluation with appropriate tools and methods that can contribute to students' use of critical thinking skills such as reading comprehension, interpretation, analysis, and questioning. This research is designed according to qualitative research methods that seeks to demonstrate the situations in which teachers of religious culture and ethics course use measurement and evaluation techniques in the context of moral issues in a way that contributes to critical thinking education. In the framework of the research topic, interviews were conducted with 12 Religious Culture and Moral Knowledge course teachers working in the province of Kayseri. In order to analyze the research findings and make a holistic evaluation, the data obtained from the observations made in the teachers' lessons and the documents they used were also used. As a result of the research, it was determined that the questions asked by the majority of teachers in the exams were at the level of comprehension. In addition, it was observed that they did not include questions at the level of "application, analysis, synthesis and evaluation" that could contribute to students' use of critical thinking skills more effectively. On the other hand, it was found that they could not assign performance assignments that could contribute to critical thinking education and they could not evaluate them according to appropriate criteria. In addition, it was concluded that there were deficiencies in grounding the relationship between student behavior and critical thinking while using the observation technique.