PORTFOLYO DEĞERLENDİRMENİN ÜNİVERSİTE ÖĞRENCİLERİNİN ÖZ-YETERLİK ALGISI VE YAŞAM BECERİLERİ ÜZERİNE ETKİSİ

Year 2008, Volume: 9 Issue: 1, 97 - 111, 01.01.2008

Dilber Bahçeci Mustafa Kuru

Abstract

Bu çalışmada portfolyonun, üniversite öğrencilerinin öz-yeterlik ve yaşam becerileri üzerine etkisi araştırılmış ve değerlendirmenin öğretim sürecine yayılmasının, geleneksel değerlendirmeden farklarının ortaya konması amaçlanmıştır. Portfolyo, öğrencinin çok yönlü olarak ele alındığı ve özellikle duyuşsal özelliklerin öne çıkarıldığı bir değerlendirme süreci olduğu için, araştırmada öz-yeterlik, akran ve öz değerlendirmeye yönelik çalışmalara ağırlık verilmiştir. Çalışma, dört faklı Yüksek Öğrenim biriminde insan anatomisi dersi okuyan ve her bölümden bir deney bir kontrol grubu olmak üzere toplam sekiz sınıfta uygulanmıştır. Araştırmaya 109?u portfolyo ve 106?sı da geleneksel değerlendirme grubunda olmak üzere toplam 215 üniversite öğrencisi katılmıştır. Araştırmanın birinci aşamasına hem deney hem kontrol grubu katılırken ikinci aşamasına sadece deney grubu katılmıştır.

Keywords

Portfolyo Değerlendirme, Öz-yeterlik, Yaşam Becerileri

The Effect Of Portfolio Assessment On University Students’ Self Efficacy And Life Skills

Abstract

In this study, the effect of portfolio assessment on university students‟ self-efficacy and life skills was researched. It aimed to find out the difference between assessment of the learning process and traditional way of assessment which only focuses on the product learning outcomes . Portfolio assessment considers students from different perspectives and particularly focuses on students‟ affective characteristics. Therefore, in this study, studying on self-efficacy, peer and self assessment was crucial. This study was carried out with total 215 students in eight classes, from four different Higher Education units. From each department, one experimental and one control groups were randomly selected. Portfolio assessment group and traditional assessment control group group involved 109 and 106 students, respectively. In the first stage of the study, both experimental and control groups, in the second stage of the study, only experimental group participated to this study. The qualitative and quantitative data obtained in this study were analyzed by means of SPSS statistical analysis 11 package program. Considering the variety of the data, factor analysis and reliability test were used in the development of research instruments. In analyzing qualitative data, descriptive analysis was used. t-test, power test, sampling test and correlation test were utilized in the analysis of the quantitative data. Results show that portfolio assessment effected students‟ affective characteristics and life skills positively. The difference between portfolio assessment and traditional way of assessment was statistically meaningful in favor of portfolio assessment in terms of students‟ self-efficacy, awareness of practical skills and transforming theoretical knowledge to life skills. In the

Keywords

Portfolio Assessment, Self-Efficacy, Life Skills

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