Investigation of preservice teachers’ metaphoric perceptions regarding the measurement and evaluation tools in distance education

Abstract

The study used phenomenology to examine teacher candidates’ metaphorical perceptions for measurement and evaluation practices in distance education. 210 teacher candidates at a foundation university in Istanbul were included in the study group. Researchers collected data using a three-part form. The first part gathered demographic information, the second focused on measurement and evaluation tools and the third asked participants to create metaphors for the tools. Data collected for content analysis was coded based on preservice teachers’ perspectives on measurement and evaluation and the metaphors. Coders reached a consensus and developed 16 metaphor themes under 4 perspectives with above 80% consistency coefficients. It was found that preservice teachers used facilitator, constructive, quantitative and eliminative perspectives for measurement and evaluation. The category of facilitator perspective is used the most, followed by the eliminative, quantitative, and constructive. Additionally, written exams are often associated with negative metaphors while tools that rely on multiple-choice questions are linked with positive metaphors. Performance-based tools such as homework and assignments are more relevant with positive metaphors. The most remarkable finding is that using written exams and multiple-choice tests does not deliver effective feedback, unlike assignments. By conducting seminars for academics, experts should promote the utilization of feedback for other tools.