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Abstract

This study aims to investigate the effects of the curriculum based on authentic task on preservice early childhood teachers’ academic achievement. It was designed as an experimental study. Data were collected the 50-item and five-point “Multiple Choice Achievement Test” designed by the researcher for the course “Special Instruction Methods I” used in the study, a “Classical Exam” based on criteria in accordance with course content, the 20-item “Performance Assessment Form” prepared as a self-assessment, teacher and peer assessment tool to evaluate authentic tasks. The study was conducted with a total of 100 preservice teachers who were third year students at Marmara University, Atatürk Education Faculty’s Division of Early Childhood Education during the 20102011 academic year. Of these 100 preservice teachers, 35 were in the experimental group, 35 in the control-1 group, and 30 in the control-2 group. The results of the study an increase occurred in the academic achievement of all groups from the start to the end of the experiment (p<.01). However, there was a bigger increase in the achievement of the experimental group, where authentic tasks were assigned when compared to the other two (p<.01).

Keywords

• authentic learning, authentic task, authentic assessment, peer assessment, self assessment

Otantik Görevlerin Öğretmen Adaylarının Başarılarına Etkisi

Abstract

Bu araştırmada otantik görev temelli öğretim programının okul öncesi öğretmen adaylarının akademik başarılarına etkisinin incelenmesi amaçlanmıştır. Çalışma, öntest-sontest kontrol gruplu modele uygun olarak tasarlanmıştır. Verilerin toplanmasında, araştırmanın yürütülmesinde seçilen “Özel Öğretim Yöntemleri I” dersi için araştırmacı tarafından geliştirilen, 50 maddeden oluşan beş seçenekli ve tek doğru cevaplı “Çoktan Seçmeli Başarı Testi”, dersin içeriğine uygun olarak hazırlanan ve kriterleri belirlenen “Klasik Sınav”, otantik görevlerin değerlendirilmesi için hazırlanan ve 20 maddeden oluşan öğrencilerin kendilerini değerlendirdiği, öğretmen ve akran değerlendirmelerinin de aynı forma bağlı olarak yapıldığı “Performans Değerlendirme Formu” kullanılmıştır. Araştırma, 2010-2011 eğitim-öğretim yılında Marmara Üniversitesi Atatürk Eğitim Fakültesi Okul Öncesi Öğretmenliği Anabilim Dalı 3. sınıfında öğrenim gören 35 deney, 35 kontrol-1 ve 30 kontrol-2 grubu olmak üzere toplam 100 öğretmen adayı ile yürütülmüştür. Araştırmanın sonucunda deney öncesine göre bütün grupların akademik başarılarında artış olmuştur (p<.01). Ancak otantik görevlerin verildiği deney grubunun başarısındaki artış diğer iki gruba göre daha fazladır (p<.01).

Keywords

• otantik öğrenme, otantik görev, otantik değerlendirme, akran değerlendirmesi, öz değerlendirme.

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