Ortaokul Matematik Öğretmenlerinin Geribildirim Kavramı, Geribildirimin Veriliş Tarzı ve Zamanlaması İle İlgili İnançları

Year 2014, , 767 - 792, 01.12.2014

Davut Köğce Adnan Baki

https://doi.org/10.21547/jss.256807

Cited By: 1

Abstract

Bu çalışmanın amacı ortaokul matematik öğretmenlerinin geribildirim kavramı, etkili geribildirimin özellikleri, geribildirimin veriliş tarzı ve zamanlaması ile ilgili inanışlarını belirlemektir. Bu amaç doğrultusunda bu çalışmada nitel araştırma yöntemi kullanılmıştır. Veriler, 2009-2010 eğitimöğretim yılında Trabzon ili Akçaabat ilçesine bağlı 3 farklı ilköğretim okulunda görev yapan 3 matematik öğretmeni ile açık uçlu ve senaryo tipi sorular içeren yarı yapılandırılmış mülakatlar yapılarak elde edilmiştir. Elde edilen veriler içerik analizine tabi tutularak veri çözümleme tekniklerinden “verilerin kodlanması” kullanılmıştır. Çalışma sonunda, öğretmenlerin geribildirim kavramı ile ilgili tanımlamalar yaparken bir birinden farklı genel ifadeler kullandıkları, geribildirimin özellikleri ile ilgili olarak ise öğrencilerin performanslarını geliştirmeye yönelik betimsel özellikleri yanında onların kişiliklerine odaklanan değerlendirmeci özelliklere de vurgu yaptıkları ve sözel geribildirim vermenin daha kolay olduğuna inandıkları ortaya çıkmıştır. Ayrıca geribildirimin veriliş zamanı konusunda farklı inanışlara sahip oldukları sonucuna varılmıştır

Keywords

Geribildirim kavramı, Etkili geribildirimin özellikleri, Geribildirimin veriliş tarzı, Geribildirimin zamanlaması, Ortaokul matematik öğretmenleri

Secondary School Mathematics Teachers' Beliefs About Feedback Concept, Delivery Style and Timing of Feedback

Abstract

This study aimed to investigate secondary school mathematics teachers' beliefs about the concept of feedback, the features of effective feedback, delivery style of feedback, and feedback timing. In line with this aim, the qualitative research method was used in this study. The data were collected from three teachers of Mathematics working in three different secondary schools located in the county of Akçaabat in Trabzon by conducting semi-structured interviews including open-ended and scenariotype questions. The data collected were subject to content analysis, and “data coding” was used as the data analysis technique. The results of the study indicated that the teachers made general statements different from one another while defining the concept of feedback and stressed the evaluative features of feedback that focused on students‟ personalities in addition to the descriptive features that aimed to improve their performances while considering the features of feedback. It was also revealed that the teachers believed it was much easier to provide verbal feedback and had different beliefs about feedback timing

Keywords

Feedback concept, Features of effective feedback, Delivery style of feedback, Timing of feedback, Secondary school mathematics teachers

References

• Adrienne, R. (1997). Feedback: Enhancing The Performance Of Adult Learners with Learning Disabilities, National Adult Literacy and Learning Disabilities Center, Washington, DC.
• Askew, S. ve Lodge, C. (2000). Gifts, ping-pong and loops-linking feedback and learning. In Askew, S. (Ed.), Feedback for Learning. (pp.1-17). London: Routledge.
• Baki, A. (2008). Kuramdan Uygulamaya Matematik Eğitimi. Harf Eğitim. Yayıncılık.. Ankara.
• Bangert-Drowns, R.L., Kulik, C.C., Kulik, J.A. ve Morgan, M. (1991). The Instructional Effect of Feedback In Test-Like Events. Review of Instructional Research. 61(2), 213-238.
• Bayraktar, M. (1985). The Effect of Feedback Treatment on Math-Anxiety Levels of Sixth Grade. Yüksek Lisans Tezi, Ortadoğu teknik Üniversitesi, Ankara.
• Black, P. ve Wiliam, D. (1998a). Inside The Black Box: Raising Standards Through Classroom Assessment. London: Kings College School of Education.
• Black, P. ve Wiliam, D. (1998b). Assessment and classroom learning. Assessment in Education, 5, 7–74.
• Brinko, K. T. (1990). Optimal Conditions for Effective Feedback, Paper Presented to The Annual Meeting of The American Educational Research Association, Boston, 16-20 April.
• Brookhard, S.M. (2008). How to Give Effective Feedback to Yours Students. Association for Supervision and Curriculum Development, USA.
• Brown, J. (2007). Feedback: The Student Perspective. Research in PostCompulsory Education. 12(1), 33-51.
• Butler, D.L. ve Winne, P.H. (1995). Feedback and Self-Regulated Learning: A theoretical Synthesis. Review of Educational Research. 65, 245-281.
• Chickering, A. W. ve Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3–7.
• Çimer, S.O., Bütüner, S.Ö. ve Yiğit, N., 2010. Öğretmenlerin Öğrencilerine Verdikleri Dönütlerin Tiplerinin ve Niteliklerinin İncelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi. 23 (2): 517-538.
• Dane, A., Doğar, Ç. ve Balkı, N., (2004). İlköğretim 7. sınıf matematik ders kitaplarının değerlendirmesi. Erzincan Eğitim Fakültesi Dergisi, 6(2), 1- 18.
• Ding, L. (1998) Revisiting assessment and learning: implications of students‟ perspectives on assessment feedback, paper presented to Scottish Educational Research Association Annual Conference, University of Dundee, 25–26 September.
• Doan, L. (2013). Is Feedback a Waste of Time? The Students‟ Perspective. Journal of Perspectives in Applied Academic Practice, 1(2), 3-10.
• Duncan, N. (2007). „Feed-forward‟: Improving Students‟ Use of Tutors‟ Comments. Assessment & Evaluation in Higher Education. 32(3), 271– 283.
• Erbaş, D. ve Yücesoy, Ş. (2002). Özel Eğitim Öğretmenliği Programlarında Yer Alan Uygulama Derslerini Yürütürken Kullanılan iki Farklı Dönüt Verme Yönteminin Karsılaştırılması, 28. Association for Behavior Analysis (ABA) Kongresi, 24–28 Mayıs 2002.
• Gibbs, G., and Simpson, C. (2004). Conditions under which assessment supports students‟ learning. Learning and Teaching in Higher Education, 1(1), 1– 31.
• Güven, İ. (2004). Etkili Bir Öğretim İçin Öğretmenden Beklenenler. Milli Eğitim Dergisi. 164: 127–141.
• Hattice, J.A. (1987). Identifying The Sailent Facets of A Model of Student Learning: A Synthesis of Meta-Analyses. International Journal of Educational Research. 11(2), 187-212.
• Hattie, J. ve Jaeger, R. (1998). Assessment and Classroom Learning: A Deductive Approach. Assessment in Education: Principles, Policy and Practice. 5(l), 111-122.
• Hattie, J., Biggs, J. ve Purdie, N. (1996). Effects on Learning Skills Intervention on Student Learning: A Meta-Analysis. Review of Educational Research. 66(2), 99-136.
• Hattie, J.A. ve Timperley, H. (2007). The Power of Feedback. Review of Educational Research. 77, 81-112.
• Higgins, R. (2000). "Be More Critical!" Rethinking Assessment Feedback. Paper Presented at The BERA Conference Cardiff University, September 7-10.
• Higgins, R., Hartley, P. ve Skelton, A. (2002). The Conscientious Consumer: reconsidering the role of assessment feedback in student learning. Studies in Higher Education , 27(1), 3-64.
• Hyland, P. (2000) Learning from feedback on assessment, in: P. HYLAND & A. BOOTH (Eds) The Practice of University History Teaching (Manchester, Manchester University Press).
• Ignacio, N.G., Nieto, L. J. B.&Barona, E. G. (2006). The effective domain in mathematics learning. International Electronic Journal of Mathematics Education, 1(1), 16-32.
• Ilgen, D.R., Fisher, C.D. ve Taylor, M.S. (1979). Consequences of Individual Feedback on Behavior in Organizations. Journal of Applied Psychology. 64(4), 349-371.
• Kluger, A.N. ve DeNisi, A. (1996). The Effects of Feedback Interventions on Performance: A historical Review, A Meta-Analysis and A Preliminary Feedback Intervention Theory. Psychological Bulletin. 119(2), 254-284.
• Knight, N. (2003). Teacher Feedback to Students in Numeracy Lessons: Are Students Getting Good Value? SET: Research Information for Teachers. 3: 40–45.
• Koçar, S. (2006). Uzaktan Eğitim Ders Kitaplarının Geribildirim Açısından Değerlendirilmesi: Anadolu Üniversitesi‟nin Uzaktan Eğitim Veren İşletme ve İktisat Fakültesi Örneği, Yayınlanmamış Yüksek Lisans Tezi. Anadolu Üniversitesi Sosyal Bilimler Enstitüsü, Eskişehir.
• Köğce, D., Çalık, M., Aydın, M. ve Baki, A. (2008). A Reflective Report from Senior Mathematics Student Teachers Views of „Feedback‟ Concept. World Applied Sciences Journal. 5(1), 111-118.
• Köğce, D., Yıldız, C. ve Aydın, M., 2009. İlköğretim Matematik Öğretmenlerinin Geribildirim Davranışları: Öğretmen Adayları Açısından, I. Uluslararası Türkiye Eğitim Araştırmaları Kongresi. 1-3 Mayıs Çanakkale /Türkiye
• Kulik, J.A. ve Kulik, C.C. (1988). Timing of Feedback and Verbal Learning. Review of Educational Research. 58(1), 79-97.
• Lipnevich, A.A. ve Smith, J. K. (2008). I Really Need Feedback to Learn: Students' Perspectives on The Effectiveness of The Differential Feedback Messages. Educational Assessment, Evaluation and Accountability. 21(4), 347-367.
• McKeachie, W. J. (1998). Feedback and reflection in facilitating further learning, in: Messick, S. J. (Ed.), Assessment in higher education. Erlbaum, Mahwah, 57–61.
• Milli Eğitim Bakanlığı Talim ve Terbiye Kurulu Başkanlığı, (2013). Ortaokul Matematik Dersi (5, 6, 7 ve 8. Sınıflar) Öğretim Programı, Ankara.
• Nicaise, V., Bois, J.E. ve Fairclough, S.J. (2007). Gils' and Boys' Perceptions of Physical Education Teachers' Feedback: Effects on Performance and Psychological Responses. Journal of Sports Sciences. 25(8), 915-926.
• Nicol, D. ve Macfarlane-Dick, D. (2004). Rethinking Formative Assessment in HE: A Theoretical Model and Seven Principles of Good Feedback Practice, http://www.heacademy.ac.uk/assessment/ASS051D_SENLEF_model.doc
• Nicol, D. ve Macfarlane-Dick, D. (2006). Formative Assessment and Self Regulated Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education. 31(2), 199-218.
• Peker, M. ve Mirasyedioğlu, Ş. (2008). Pre-service elementary school teachers‟ learning styles and attitudes towards mathematics. Eurasian Journal of Mathematics, Science&Technology Education, 4(1), 21-26.
• Peterson, E.R. ve Irving, S.E. (2008). Secondary School Students' Conceptions of Assessment and Feedback. Learning and Instruction. 18(3), 238-250.
• Poulos, A. ve Mahony, M.J. (2008). Effectiveness of Feedback: The Students' Perspective. Assessment & Evaluation in Higher Education. 33(2), 143- 154.
• Resmi Gazete (2008). Millî Eğitim Bakanlığı İlköğretim Kurumları Yönetmeliğinde Değişiklik Yapılmasına Dair Yönetmelik, (24.12.2008)
• Rowe, A.D. and Wood, L.N. (2008). Student Perceptions and Preferences for Feedback. Asian Social Science. 4(3), 78-88.
• Sadler, D.R. (1989). Formative Assessment and The Design of Instructional Systems. Instructional Science. 18(2), 119-144.
• Sadler, D.R. (1998). Formative Assessment: Revisiting The Territory. Assessment in Education: Principles. Policy and Practice. 5(1), 77-84.
• Stipek, D., Givvin, K., Salmon, J. ve Macgryvers, V. (2001). Teachers‟ Beliefs and Practice to Mathematics Instruction. Teaching and Teacher Education, 17, 213-226.
• Swindell, L.K., ve Walls, W.F. (1993). Response Confidence and The Delay Retention Effect. Contemporary Educational Psychology. 18(3), 363-375.
• Taras, M. (2005). Assessment Summative and Formative Some Theoretical Reflections. British Journal of Educational Studies. 53(4), 466–478.
• Torrance, H. ve Pryor, J. (1998). Investigating Teacher Assessment in Infant Classrooms: Methodological Problems and Emerging Issues. Assessment in Education: Principles, Policy and Practice. 2 (3), 305 -320.
• Tunstall, P. ve Gipps, C. (1996). Teacher Feedback to Young Children in Formative Assessment: A Typology. British Educational Research Journal. 22(4), 389-404.
• Türkdoğan, A., 2011. Yanlışın Anatomisi: İlköğretim Matematik Sınıflarında Öğrencilerin Yaptıkları Yanlışları ve Öğretmenlerin Dönütlerinin Analitik İncelenmesi, Yayınlanmamış Doktora Tezi, Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon.
• Vollmeyer, R. ve Rheinberg, F. (2005). A Surprising Effect of Feedback on Learning. Learning and Instruction. 15(6), 589-602.
• Walberg, H.J. (1984). Improving the productivity of America‟s schools. Educational leadership, 41(8), 19–27.
• Weaver, M.R. (2006). Do Students Value Feedback? Students Perceptions of Tutors' written Responses. Assessment & Evaluation in Higher Education. 31(3), 379-394.
• Weaver, M.R., 2006. Do Students Value Feedback? Students Perceptions of Tutors' written Responses. Assessment & Evaluation in Higher Education. 31(3), 379-394.
• Whitington, V., Glover, A. ve Harley, F. (2004). Presevice Early Childhood Students' Perceptions of Written Feedback on Their Essays. Early Child Development and Care. 174(4), 321-337.
• Wiliam, D. (1999). Formative Assessment in Mathematics Part 2: Feedback. Equals: Mathematics And Special Educational Needs. 5(3), 8-11.
• Wojtas, O. (1998). Feedback? No, Just Give Us The Answers, Times Higher Education Supplement. Sept 25.
• Yıldırım, A. ve Şimşek, H. (2005). Nitel Araştırma Yöntemleri, Genişletilmiş 5. Baskı, Seçkin Yayıncılık, Ankara.