Examination of evaluation experiences of secondary students in terms of various variables

The aim of this study is to determine the quality of the work efforts and assignments of the secondary students and to examine the evaluation experiences of the current students in terms of various variables by associating the amount and quality of the feedback they receive during the education process. The scanning model was used in the research. The study was conducted in the 2018-2019 academic year with 1040 students studying in 8 different high school level schools in Ereğli and Alapli districts of Zonguldak province. As a data collection tool, 'assessment experience scale (DDÖ)' and 'feedback experience scale (GDÖ)' were used for secondary school students. The scales were applied as a pilot study to 222 students for validity and reliability studies, and as a result of the factor analysis, the scales were determined to be valid and reliable. In the analysis of the data, the frequency and percentage values of the students were evaluated in terms of evaluation and feedback experiences, gender, grade level and school level variables. In addition, whether students ' assessment and feedback experiences differed was determined using the Mann Whitney U-test in terms of gender variable and the Kruskall Wallis H-test in terms of class and school level variables. The results from the study showed that female students were more patient than male students, especially in understanding the subjects they were struggling with and making more effort. Taking into account regular course work habits, it was also determined that female students worked more regularly than male students. It is observed that female students have a better perception of the importance of feedback than male students and use feedback in the learning process. Female and male students who express their opinion that feedback is guiding the learning process and contributes to their academic achievement have stated that they do not receive sufficient feedback from many courses. 9, 10, 11 and 12. classroom students ' study habits, homework and exam perspectives were found to be similar. It was found that as the schools with higher academic achievement levels were going towards lower school levels, the students found it unnecessary to provide their own learning, and the perception of seeing homework as boring and time-wasting increased. The evaluation and feedback experiences of secondary students differ significantly in favor of female students. Assessment feedback experiences of secondary students are not differentiated according to the grade level variable and evaluation experiences differ significantly in favor of schools with high achievement levels according to the school level variable, while feedback experiences are not differentiated according to school levels.