Fen eğitiminde biçimlendirici değerlendirme araştırmalarının bibliyometrik analizi

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Atasoy, V., & Kaya, G. (2022). Formative assessment practices in science education: A meta-synthesis study. Studies in Educational Evaluation, 75, 101186. https://doi.org/10.1016/j.stueduc.2022.101186

Atilgan, H., Kan, A., Dogan, N. (2009). Eğitimde Ölçme ve Değerlendirme; Ani Yayincilik: Ankara, Turkey.

Bayrak, N., Calik, M., & Doğan, S., (2019). Biology teachers' practices of formative assessment: a case of the ıdentifying learning gap element. Pamukkale Unıversıtesı Egıtım Fakultesı Dergısı-Pamukkale Unıversıty Journal of Educatıon, 132-149. https://doi.org/10.9779/pauefd.440455

Bennett, R. E. (2011). Formative assessment: A critical review. Assessment, in Education Principles, Policy & Practice, 18(1),5 25. https://doi.org/10.1080/0969594X.2010.513678

Bell, B., & Cowie, B. (2001). The characteristics of formative assessment in science education. Science Education, 85(5), 536-553. https://doi.org/10.1002/sce.1022

Bulunuz, M., & Bulunuz, N. (2013). Fen öğretiminde biçimlendirici değerlendirme ve etkili uygulama örneklerinin tanıtılması. Journal of Turkish Science Education, 10(4), 119-135. https://doi.org/10.36681/

Bulunuz, N., Bulunuz, M., & Peker, H. (2014). Effects of formative assessment probes integrated in extra-curricular hands-on science: Middle school students' understanding. Journal of Baltic Science Education, 13(2), 243. https://doi.org/10.33225/jbse/14.13.243.

Buchanan, T. (2000). The efficacy of a World‐Wide Web mediated formative assessment. Journal of Computer Assisted Learning, 16(3), 193-200. http://dx.doi.org/10.1046/j.1365-2729.2000.00132.x

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Coffey, J. E., Hammer, D., Levin, D. M., & Grant, T. (2011). The missing disciplinary substance of formative assessment. Journal of Research in Science Teaching, 48(10), 1109-1136, https://doi.org/10.1002/tea.20440

Cowie, B. & Beverley, B. (1999). A Model of formative assessment in science education, Assessment in Education: Principles, Policy & Practice, 6(1), 101-116, https://doi.org/10.1080/09695949993026

Demirdöğen, B., & Korkut, H. M. (2021). Does teacher education matter? Comparison of education and science major teachers’ assessment literacy. Eğitimde Nitel Araştırmalar Dergisi, (26), 23-52. https://doi.org/10.14689/enad.26.2.

Dini, V., Sevian, H., Caushi, K., & Orduña Picón, R. (2020). Characterizing the formative assessmentenactment of experienced science teachers. Science Education, 104(2), 290–325. https://doi.org/10.1002/sce.21559

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285–296. https://doi.org/10.1016/j.jbusres.2021.04.070

Etkina, E., Karelina, A., Ruibal-Villasenor, M., Rosengrant, D., Jordan, R., & Hmelo-Silver, C. E. (2010). Design and reflection help students develop scientific abilities: learning in ıntroductory physics laboratories. Journal of the Learning Sciences, 19(1), 54–98. https://doi.org/10.1080/10508400903452876

European University Institute. (2025, 9 July). https://www.eui.eu/Research/Library/ResearchGuides/Economics/WebofScience#:~:text=The%20We %20of%20Science%20is,for%20the%20Web%20of%20Science.

Furtak, E. M., Kiemer, K., Circi, R. K., Swanson, R., de León, V., Morrison, D., & Heredia, S. C. (2016). Teachers’ formative assessment abilities and their relationship to student learning: Findings from a four-year intervention study. Instructional Science, 44(3), 267–291. https://doi.org/10.1007/s11251-016-9371-3

Gedikli, H., & Buldur, S. (2022). The effects of formative assessment practices in science education on students' metacognitive knowledge and regulation skills. Hacettepe University Journal of Education, 37(4), 1393-1415. doi: 10.16986/HUJE.2022.454

Grob, R., Holmeier, M., & Labudde, P. (2017). Formative assessment to support students’ competences in ınquiry-based science education. Interdisciplinary Journal of Problem-Based Learning, 11(2). https://doi.org/10.7771/1541-5015.1673

Hatziapostolou, T., & Paraskakis, I. (2010). Enhancing the impact of formative feedback on student learning through an online feedback system. Electronic Journal of E-learning, 8(2), 111-122.

Hsu, J. L., Chou, H. W., & Chang, H. H. (2011). EduMiner: Using text mining for automatic formative assessment. Expert Systems with Applications, 38(4), 3431-3439. https://doi.org/10.1016/j.eswa.2010.08.129

İnaltun, H., & Ateş, S. (2018). Fen Bilimleri eğitiminde biçimlendirici değerlendirme: Literatür taraması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38(2), 567-612. https://doi.org/10.17152/gefad.353975

Kamble, A., Gauba, R., Desai, S. ve Golhar, D. (2021). Learners’ perception of the transition to instructor-led online learning environments: Facilitators and barriers during the COVID-19 pandemic. International Review of Research in Open and Distributed Learning, 22(1), 199-215. https://doi.org/10.19173/irrodl.v22i1.4971

Kang, H., & Anderson, C. W. (2015). Supporting preservice science teachers’ ability to attend and respond to student thinking by design. Science Education, 99(5), 863–895. https://doi.org/10.1002/sce.21182

Kaya, O.N., Kaya, Z. A Co-design Based Research Study: Developing Formative Assessment Practices with Preservice Science Teachers in a Chemistry Laboratory Setting. Res Sci Educ 54, 739–774 (2024). https://doi.org/10.1007/s11165-024-10162-9

Kaya, G., Atasoy, V., Candan-Helvacı, S., & Pektaş, M. (2021). The role of science teachers' awareness in their classroom practice of formative assessment. Education & Science/Egitim ve Bilim, 46(205). http://dx.doi.org/10.15390/EB.2020.8934

Lawton, D., Vye, N., Bransford, J., Sanders, E., Richey, M., French, D., & Stephens, R. (2012). Online learning based on essential concepts and formative assessment. Journal of Engineering Education, 101(2), 244-287. https://doi.org/10.1002/j.2168-9830.2012.tb00050.x

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Levin, D., Hammer, D., & Coffey, J. (2009). Novice teachers’ attention to student thinking. Journal of Teacher Education, 60(2), 142–154. https://doi.org/10.1177/00224871083302

Maier, U., Wolf, N., & Randler, C. (2016). Effects of a computer-assisted formative assessment intervention based on multiple-tier diagnostic items and different feedback types. Computers & Education, 95, 85-98. https://doi.org/10.1016/j.compedu.2015.12.002

Menezes, C. C. N., & De Bortolli, R. (2016). Potential of gamification as assessment tool. Creative Education, 7, 561-566. http://dx.doi.org/10.4236/ce.2016.74058

Sadi-Yılmaz, S., & Yasar, M. D. (2023). Effects of Web 2.0 tools (kahoot, quizlet, google form example) on formative assessment in online chemistry courses. Journal of Science Learning, 6(4), 442-456.

Saka, T., & Inaltekin, T. (2023). Examining the type and quality of questions asked by a science teacher. Journal of Baltic Science Education, 22(1), 83-99. https://doi.org/10.33225/jbse/23.22.83

Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M., Ruiz-Primo, M. A., Tomita, M.K., Yin, Y. (2008). On the ımpact of curriculum-embedded formative assessment on learning: a collaboration between curriculum and assessment developers. Applied Measurement in Education, 21(4), 295–314, https://doi.org/10.1080/08957340802347647

Terwase, T. N., & Oluwatoyin, C. (2018). Diagnostic assessment: A tool for quality control in education. Journal of Educational Research and Review, 1(1), 17-24.

Vekli, G. S., & Çalik, M. (2023). The effect of web-based biology learning environment on academic performance: a meta-analysis study. Journal of Science Education and Technology, 32(3), 365-378. https://doi.org/10.1007/s10956-023-10033-4

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Webb, M. E. (2005). Affordances of ICT in science learning: implications for an integrated pedagogy. International Journal of Science Education, 27(6), 705–735. https://doi.org/10.1080/09500690500038520

Zan, B. U. (2019). Doğrudan atıf, ortak atıf ve bibliyografik eşleşme yaklaşımlarına dayalı olarak araştırma alanlarının değerlendirilmesi. Sosyal Bilimler Araştırmaları Dergisi, 14(2), 501-516.

Eugenia Etkina, Anna Karelina, Maria Ruibal-Villasenor, David Rosengrant, Rebecca Jordan & Cindy E. Hmelo-Silver (2010) Design and reflection help students develop scientific abilities: learning in ıntroductory physics laboratories, The Journal of the Learnıng Scıences, 19(1), 54-98, DOI: 10.1080/10508400903452876

Zhu, M., Liu, O. L., & Lee, H. S. (2020). The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing. Computers & Education, 143, https://doi.org/10.1016/j.compedu.2019.103668

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