Akademik Veri Yönetim Sistemi
KURAM VE UYGULAMADA E?ITIM BILIMLERI / EDUCATIONAL SCIENCES: THEORY & PRACTICE, cilt.17, sa.4, ss.468-486, 2020 (Scopus)
This study was conducted to examine the
achievements of students in the concepts of light and shadow measured in
different assessment formats according to the learning style and gender. In
this study, correlational survey model was used. The sample consisted of 10th
grade (16 years) high school students (n=815) from different types of six high
schools (public general and vocational) in Turkey who were selected by using
stratified random sampling method. The students’ achievement was determined
using three different assessment formats, which contains open-ended test,
multiple-choice test and structured communication grid test. The results show
that there were significant differences between the students’ achievement in
light and shadow concepts when assessed by different assessment formats. While
the achievement of boys was statistically higher in open-ended tests, girls
were more successful in the structured communication grid tests. In addition,
the test scores obtained by students in different test formats vary
significantly according to their learning styles. For example, the mean scores
of converger and accommodator-style students in open-ended tests were
significantly different from the diverger-style students