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Matematik ve Fizik Öğretmen Adaylarının Akran Değerlendirmesini Uygulama Deneyimleri

Year 2022, Volume: 16 Issue: 2, 428 - 455, 31.12.2022
https://doi.org/10.17522/balikesirnef.1127523

Abstract

Sunulan araştırmanın amacı, matematik ve fizik öğretmen adaylarının akran değerlendirmesini nasıl deneyimlediklerini araştırmaktır. Çalışma, hizmet öncesi öğretmen eğitimi için tasarlanmış bir sınıf içi ölçme-değerlendirme dersi kapsamında gerçekleştirildi. Çalışmaya dört gruptan doksan dört (94) öğretmen adayı katıldı. Katılımcılar akranlarının ödevlerine geri bildirim verdiler, yansıtıcı günlükler yazdılar ve yarı yapılandırılmış görüşmelere katıldılar. Katılımcılar, not vermenin geribildirim vermekten daha zor olduğunu, çünkü notların öğrencilerin başarısı için “sayıldığı” için önemli olduğunu bildirdi. İkinci olarak, ders boyunca katılımcıların düşünceleri, yorum vermenin not vermekten daha önemli olduğu fikrine “kaydı” çünkü geribildirim onların değerlendirme kriterlerini anlamalarına ve ardından dersleri iyileştirmelerine yardımcı oldu. Bulgulara dayalı olarak, makalenin ana argümanı, öğretmenlerde sınıf içi değerlendirme becerilerinin ve değerlendirme bilgilerinin geliştirilmesinde hizmet öncesi öğretmen eğitiminin rolü hakkındadır.

References

  • Black, P. (2003). Testing: Friend or Foe? Theory and Practice of Assessment and Testing. Routledge Falmer Press.
  • Black, P. & Harrison, C. (2004). Science inside the black box: Assessment for learning in the science classroom. King’s College and GLAssessment.
  • Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80 (2), 139-144.
  • Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22, 151-167. https://doi.org/10.1080/713695728.
  • Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 90, 9-17.
  • Brookhart, S. M. (2011). Educational Assessment Knowledge and Skills for Teachers. Educational Measurement: Issues and Practice, 30(1), 3-12. https://doi.org/10.1111/j.1745-3992.2010.00195.x
  • Brookhart, S. M. (2017). How to Use Grading to Improve Learning. ASCD Publications.
  • Brookhart, S. M & McMillan, J. H. (2020). Introduction. In S. M. Brookhart and J. H. McMillan (eds.) Classroom Assessment and Educational Measurement (pp. 1-7). Taylor and Francis Publications.
  • Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T. & Welsh, M. E. (2016). A Century of Grading Research: Meaning and value in the most common educational measure. Review of Educational Research, 86(4), 803-848. https://doi.org/10.3102/0034654316672069.
  • Butler, R. (1988). Enhancing and undermining intrinsic motivation; the effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58 (1), 1-14. https://doi.org/10.1111/j.2044-8279.1988.tb00874.x
  • Campbell, C. & Collins, V. L. (2007). Identifying essential topics in general and special education introductory assessment textbooks. Educational Measurement: Issues and Practice, 26(1), 9-18. https://doi.org/10.1111/j.1745-3992.2007.00084.x
  • Creswell, J. W. C. (2013). Qualitative inquiry and research design. Choosing among five approaches (3rd ed.). Sage.
  • Creswell, J. S. & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39 (3), 124-130. https://doi.org/10.1207/s15430421tip3903_2
  • DeLuca, C. (2012). Preparing Teachers for the Age of Accountability: Toward a Framework for Assessment Education. Action in Teacher Education, 34(5-6), 576-591, DOI: 10.1080/01626620.2012.730347
  • Falchikov, N. & Goldfinch, J. (2000). Student peer assessment in higher education: a meta-analysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287-322.
  • Hattie, J. (2012). Visible learning. Maximizing Impact on Learning. Routledge. Taylor and Francis Publications Group.
  • Hodgen, J. & Wiliam, D. (2006). Mathematics inside the Black Box: Assessment for Learning in the Mathematics Classroom. GLassessment.
  • Ketonen, L., Hähkiöniemi, M., Nieminen, P. & Viiri, J. (2020). Pathways through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom. International Journal of Science and Mathematics Education, 18, 1465–1484 https://doi.org/10.1007/s10763-019-10030-3.
  • Kvale, S. & Brinkmann, S. (2009). InterViews : Learning the craft of qualitative research interviewing. Sage Publications.
  • O’Donnel, A. M. & Topping, K. J. (1998). Peers assessing peers. Possibilities and problems. In K. J. Topping and S. Ebly (eds.). Peer-assisted learning (pp. 255-278). Lawrence Erlbaum Associates.
  • Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144. https://doi.org/10.1007/BF00117714.
  • Sadler, R. (1998). Formative Assessment: revisiting the territory. Assessment in Education, 5(1), 77-84. https://doi.org/10.1080/0969595980050104.
  • Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14. https://doi.org/10.3102/0013189X029007004.
  • Shepard, L., Hammerness, K., Darling-Hammond, L., Rust, F. with Snowden, J. B., Gordon, E., Gutierrez, C. & Pacheco, A. (2005). Assessment. In L. Darling-Hammond and J. Bransford, J. (eds.) Preparing Teachers for a Changing World. What teachers should learn and be able to do (pp. 275-326). San Francisco, CA: Jossey-Bass Wiley National Academy of Education.
  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78 (1), 153-189. https://doi.org/10.3102/0034654307313795.
  • Silverman, D. (2001). Interpreting qualitative data (2nd edition). Sage.
  • Sluijsmans, D. M. A. & Prins, F. (2006). A conceptual framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32 (2006), 6-22. https://doi.org/10.1016/j.stueduc.2006.01.005
  • Sluijsmans, D. M. A., Brand-Gruwel, S. & van Merriënboer, J. J. G. (2002) Peer Assessment Training in Teacher Education: Effects on performance and perceptions. Assessment and Evaluation in Higher Education, 27(5), 443-454. DOI: 10.1080/0260293022000009311.
  • Smith, E. & Gorard, S. (2005). 'They don't give us our marks': The role of formative feedback in student progress. Assessment in Education: Principles, Policy and Practice, 12(1), 21-38, DOI: 10.1080/0969594042000333896
  • Topping, K. J. (1998). Peer assessment between students in colleges and university. Review of Educational Research 68(3), 249-276. https://doi.org/10.3102/00346543068003249
  • Topping, K. J. (2009). Peer assessment. Theory into Practice, 48, 20-27 https://doi.org/10.1080/00405840802577569
  • Tseng, S-C. & Tsai, C-C. (2007). On-line peer assessment and the role of the peer feedback: a study of high school computer course. Computers and Education, 49(4), 1161-1174. https://doi.org/10.1016/j.compedu.2006.01.007
  • Vygotsky, L. S. (1986). Thought and Language. MIT Press.
  • Wiliam, D. & Leahy, S. (2015). Embedding Formative assessment: Practical Techniques for K-12 Classrooms. LearningSciencesInternational.

Pre-Service Mathematics and Physics Teachers’ Experiences of Implementing Peer-Assessment

Year 2022, Volume: 16 Issue: 2, 428 - 455, 31.12.2022
https://doi.org/10.17522/balikesirnef.1127523

Abstract

The aim of the presented research is to investigate how pre-service mathematics and physics teachers have experienced peer-assessment. The study took place within the context of one classroom assessment course designed for pre-service teacher education. Ninety-four (94) students in four cohorts participated. They were giving written feedback to peer’s coursework, writing reflective journals and participating in semi-structured interviews. The participants reported that grading is more difficult than giving feedback because grades are important as they “count” for students’ success. Secondly, during the course, their thinking “shifted” to the idea that giving comments is more crucial than grading, because feedback helped them understand the assessment criteria and subsequently, improve coursework. Based on the findings, the main argument of the paper is about the role of pre-service teacher education for the development of classroom assessment skills and assessment knowledge in teachers.

References

  • Black, P. (2003). Testing: Friend or Foe? Theory and Practice of Assessment and Testing. Routledge Falmer Press.
  • Black, P. & Harrison, C. (2004). Science inside the black box: Assessment for learning in the science classroom. King’s College and GLAssessment.
  • Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80 (2), 139-144.
  • Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22, 151-167. https://doi.org/10.1080/713695728.
  • Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 90, 9-17.
  • Brookhart, S. M. (2011). Educational Assessment Knowledge and Skills for Teachers. Educational Measurement: Issues and Practice, 30(1), 3-12. https://doi.org/10.1111/j.1745-3992.2010.00195.x
  • Brookhart, S. M. (2017). How to Use Grading to Improve Learning. ASCD Publications.
  • Brookhart, S. M & McMillan, J. H. (2020). Introduction. In S. M. Brookhart and J. H. McMillan (eds.) Classroom Assessment and Educational Measurement (pp. 1-7). Taylor and Francis Publications.
  • Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T. & Welsh, M. E. (2016). A Century of Grading Research: Meaning and value in the most common educational measure. Review of Educational Research, 86(4), 803-848. https://doi.org/10.3102/0034654316672069.
  • Butler, R. (1988). Enhancing and undermining intrinsic motivation; the effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58 (1), 1-14. https://doi.org/10.1111/j.2044-8279.1988.tb00874.x
  • Campbell, C. & Collins, V. L. (2007). Identifying essential topics in general and special education introductory assessment textbooks. Educational Measurement: Issues and Practice, 26(1), 9-18. https://doi.org/10.1111/j.1745-3992.2007.00084.x
  • Creswell, J. W. C. (2013). Qualitative inquiry and research design. Choosing among five approaches (3rd ed.). Sage.
  • Creswell, J. S. & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39 (3), 124-130. https://doi.org/10.1207/s15430421tip3903_2
  • DeLuca, C. (2012). Preparing Teachers for the Age of Accountability: Toward a Framework for Assessment Education. Action in Teacher Education, 34(5-6), 576-591, DOI: 10.1080/01626620.2012.730347
  • Falchikov, N. & Goldfinch, J. (2000). Student peer assessment in higher education: a meta-analysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287-322.
  • Hattie, J. (2012). Visible learning. Maximizing Impact on Learning. Routledge. Taylor and Francis Publications Group.
  • Hodgen, J. & Wiliam, D. (2006). Mathematics inside the Black Box: Assessment for Learning in the Mathematics Classroom. GLassessment.
  • Ketonen, L., Hähkiöniemi, M., Nieminen, P. & Viiri, J. (2020). Pathways through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom. International Journal of Science and Mathematics Education, 18, 1465–1484 https://doi.org/10.1007/s10763-019-10030-3.
  • Kvale, S. & Brinkmann, S. (2009). InterViews : Learning the craft of qualitative research interviewing. Sage Publications.
  • O’Donnel, A. M. & Topping, K. J. (1998). Peers assessing peers. Possibilities and problems. In K. J. Topping and S. Ebly (eds.). Peer-assisted learning (pp. 255-278). Lawrence Erlbaum Associates.
  • Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144. https://doi.org/10.1007/BF00117714.
  • Sadler, R. (1998). Formative Assessment: revisiting the territory. Assessment in Education, 5(1), 77-84. https://doi.org/10.1080/0969595980050104.
  • Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4-14. https://doi.org/10.3102/0013189X029007004.
  • Shepard, L., Hammerness, K., Darling-Hammond, L., Rust, F. with Snowden, J. B., Gordon, E., Gutierrez, C. & Pacheco, A. (2005). Assessment. In L. Darling-Hammond and J. Bransford, J. (eds.) Preparing Teachers for a Changing World. What teachers should learn and be able to do (pp. 275-326). San Francisco, CA: Jossey-Bass Wiley National Academy of Education.
  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78 (1), 153-189. https://doi.org/10.3102/0034654307313795.
  • Silverman, D. (2001). Interpreting qualitative data (2nd edition). Sage.
  • Sluijsmans, D. M. A. & Prins, F. (2006). A conceptual framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32 (2006), 6-22. https://doi.org/10.1016/j.stueduc.2006.01.005
  • Sluijsmans, D. M. A., Brand-Gruwel, S. & van Merriënboer, J. J. G. (2002) Peer Assessment Training in Teacher Education: Effects on performance and perceptions. Assessment and Evaluation in Higher Education, 27(5), 443-454. DOI: 10.1080/0260293022000009311.
  • Smith, E. & Gorard, S. (2005). 'They don't give us our marks': The role of formative feedback in student progress. Assessment in Education: Principles, Policy and Practice, 12(1), 21-38, DOI: 10.1080/0969594042000333896
  • Topping, K. J. (1998). Peer assessment between students in colleges and university. Review of Educational Research 68(3), 249-276. https://doi.org/10.3102/00346543068003249
  • Topping, K. J. (2009). Peer assessment. Theory into Practice, 48, 20-27 https://doi.org/10.1080/00405840802577569
  • Tseng, S-C. & Tsai, C-C. (2007). On-line peer assessment and the role of the peer feedback: a study of high school computer course. Computers and Education, 49(4), 1161-1174. https://doi.org/10.1016/j.compedu.2006.01.007
  • Vygotsky, L. S. (1986). Thought and Language. MIT Press.
  • Wiliam, D. & Leahy, S. (2015). Embedding Formative assessment: Practical Techniques for K-12 Classrooms. LearningSciencesInternational.
There are 34 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Olga Gkioka 0000-0002-0477-3217

Publication Date December 31, 2022
Submission Date June 7, 2022
Published in Issue Year 2022 Volume: 16 Issue: 2

Cite

APA Gkioka, O. (2022). Pre-Service Mathematics and Physics Teachers’ Experiences of Implementing Peer-Assessment. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 16(2), 428-455. https://doi.org/10.17522/balikesirnef.1127523