Research Article
BibTex RIS Cite

Öğretmen Adaylarının Öz-Akran-Öğretmen Değerlendirmesine İlişkin Görüşlerinin İncelenmesi

Year 2018, Volume: 26 Issue: 4, 1055 - 1068, 15.07.2018
https://doi.org/10.24106/kefdergi.393278

Abstract



Bu araştırmada öğretmen adaylarının öz-akran ve öğretmen
değerlendirmesine ilişkin görüşlerini ortaya çıkarmak amaçlanmıştır. Araştırma nitel
araştırma yaklaşımına uygun olarak tasarlanmıştır. Araştırmanın çalışma grubunu
bir devlet üniversitesinde öğrenim gören 37 öğretmen adayı oluşturmaktadır. Araştırmada
öğretmen adaylarının öz, akran ve öğretmen değerlendirmesine ilişkin görüşleri
alınmıştır. Veri analiz yöntemi olarak içerik analizi kullanılmıştır. Araştırmanın
bulgularına göre öz
, akran ve
öğretmen değerlendirmesinin üstün yanına ilişkin sırasıyla üç, dört, altı olmak
üzere toplam on üç, sınırlı yanına ilişkin sırasıyla iki, üç, iki olmak üzere
toplam yedi tane alt kategori belirlenmiştir.




References

  • Adediwura, A.A. (2012). Effect of peer and self-assessment on male and female students' self-efficacy and self-autonomy in the learning of mathematics. Gender & Behaviour, 10(1), 4492-4508.
  • Akıllı ,M. (2007). Öz değerlendirme ve akran değerlendirmesi yöntemlerinin öğretmen eğitimine etkisi. Yayımlanmamış yüksek lisans tezi. Atatürk Üniversitesi, Erzurum.
  • Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Social and Clinical Psychology, 4(3), 359-373.
  • Bilgin, N. (2006). Sosyal bilimlerde içerik analizi. Teknikler ve örnek çalışmalar. Ankara: Siyasal Kitabevi.
  • Boud, D. ve Falchikov, N (1989) Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education 18, 529-549.
  • Bostock, S. (2009). Student peer assessment https://www.cs.auckland.ac.nz/courses/compsci747s2c/lectures/paul/Student_peer_assessment_-_Stephen_Bostock.pdf 10.05.2016 tarihinde erişilmiştir.
  • Büyüköztürk, Ş., Çakmak, K. E., Akgün, E, Ö., Karadeniz, Ş.& Demirel, F. (2010). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Black, P. ve William, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice; 5(1), 7-75.
  • Boud, D. (1991). HERDSA Green Guide No 5. Implementing student self-assessment (Second ed.). Campbelltown: The Higher Education Research and Development Society of Australasia (HERDSA).
  • Bozkurt, E. ve Demir, R. (2013). Öğrenci görüşleriyle akran değerlendirme: Bir örnek uygu lama. İlköğretim Online, 12(1), 241-253.
  • Cassidy, S. (2007). Assessing inexperienced students ability to self-assess: Exploring links with learning style and academic personel control. Assessment and Evaluation in Higher Education, 32, 313-330.
  • Coronado-Aliegro, J. (2006). The effect of self-assessment on the self-efficacy of students studying Spanish as a foreign language. Unpublished doctoral dissertation. University of Pittsburgh.
  • Crocks, T. J.(1988). The impact of classrom evaluation practices on students. Review of Educational Research, 58, 438-481.
  • Dochy, F., Segers, M. ve Sluijmans, D. (1999). The use of self-, peer and co-assessment in higher education : A review. Studies in Higher Education, 24,331-350.
  • Ellington, H.(1997). Making effective use of peer and self assessment. Innovations in Educa tion and Training International, 32, 175-178.
  • Falchikov, N. (1986). Product comparisons and process benefits of collaborative peer and self-assessments. Assessment and Evaluation in Higher Education, 11, 146-166.
  • Falchikov, N. (1995) Peer feedback marking: developing peer assessment, Innovations in Education and Training International, 32, 175-187.
  • Falchikov, N. ve 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.
  • Freeman, M. (1995) Peer assessment by groups of group work. Assessment and Evaluation in Higher Education 20, 289-299.
  • Gümüşok, F. (2014). Engaging pre-service EFL teachers in the evaluation process: self- evaluation and peer evaluation as a reflective practice in the practicum. Yayımlanmamış yüksek lisans tezi, Orta Doğu Teknik Üniversitesi, Ankara.
  • Hanrahan, S. J. ve Isaacs, G. (2001) Assessing self- and peer-assessment: the students’ views. Higher Education Research and Development, 20, 1, 53-69.
  • Harris, M. (1997). Self assessment of languaage learning in formal settings, ELT Journal 51(1), 12-20.
  • Kahraman, N. (2014). Investigating the relationship between self-assessment and self-effi cacy of pre-service science teachers. International Journal of Education and Research, 2(7), 77-90.
  • Koç, C. (2011). Sınıf öğretmeni adaylarının öğretmenlik uygulamasında akran değerlendir meye ilişkin görüşleri. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 1965-1989
  • Langan, A. M. ve Wheater, C. P. (2003). Can students assess students effectively? some insights into peer- assessment. Learning and Teaching in Action. 2(1)
  • Lindblom, S. ve Pihlajamaski, T.K. (2006). Self-peer and teacher assessment of student essays. Active Learning in Higher Education.
  • Mcnamara, M.J. ve Deane, D. (1995) Self-assessment activities: Toward language autonomy in language learning,. Tesot, 5,17-21.
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (Second Edition). California: SAGE Publications.
  • Miller, L. ve Ng, R. (1996) Autonomy in the classroom: peer assessment. In Pemberton et all. 133-146.
  • Olina, Z. ve Sullivan, H., J. (2002). Effects of teacher and self-assessment on student perfor mance. Paper presented Annual Convention of the American Educational Research Association, 1-5 April, 2002, New Orleans, LA.
  • Pope, N. (2001). An Examination of the Use of Peer Rating for Formative Assessment in the Context of the Theory of Consumption Values. Asessment & Evaluation in Higher Education, 26(3).
  • Sadler, P. M. ve Good, E. (2006). The impact of self-peer grading on student learning. Educational Assessment, 11(1), 1-31.
  • Sluijmans, D., Dochy, F. ve Moerkerke, G. (1998). Creating a learning environment by using self-peer and co- assessment. Learning Environment Research 1, 293-319.
  • Sluijmans, D. ve Prins, F. (2006). A conceptual framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32, 6-22.
  • Stefani, L.A.J. (1992) Comparison of collaborative selfi peer and tutor assessment in a biochemistry practical, Biochemical Education, 20, 148-151.
  • Stefani, L.A.J. (1994) Self, peer and group assessment procedures. in: An enterprising curriculum: Teaching Innovations in Higher Education. Eds I. Sneddon and J.Kramer. 24-46. HMSO, Belfast.
  • Şahin, S. (2008). An application of peer assessment in higher education. TOJET, 7(2), 5-10.
  • Taşdemir, M. (2014) Kendini değerlendirme, akran değerlendirme ve öğretmen değerlendirmenin yazılı sınav sonuçlarına etkisi ve başarı yordayıcılığı. Turkish Studies, 9(5), 1911-1929.
  • Topping K. J. (2005). Trends in peer learning. Educational Psychology, 25(6),631–645
  • Topping K. J. (2009). Peer Assessment. Theory into Practice,48, 20-27.
  • Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education, 14 (3), 281–294.
  • Tuyan, S. ve Beceren, E. (2005). Duygusal zeka ve empati. http://duygusalzeka.net/icsayfa.aspx?Sid=30&Tid=18 06.07.2016 tarihinde erişilmiştir.
  • Uysal, K. (2008). Öğrencilerin ölçme ve değerlendirme sürecine katılması: Akran değerlendirme ve öz değerlendirme. Yayımlanmamış yüksek lisans tezi. Abant İzzet Baysal Üniversitesi, Bolu.
  • Vickerman, P. (2009). Student perspectives on formative peer assessment: an attempt to deepen learning? Assessment & Evaluation in Higher Education, 34 (2), 221-230.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yuen H. J. (1998). Implemating peer assessment and self assessment in a Hong Kong Classroom. Yayımlanmamış Yüksek Lisans Tezi. University of Hong Kong.
  • Yurdabakan, İ. (2012). Ortak ve akran değerlendirme eğitiminin öğretmen adaylarının öz değerlendirme becerileri üzerine etkisi. Eğitim ve Bilim, 37 (163), 190-202.
  • Yurdabakan, İ. ve Cihanoğlu, M. O. (2009). Öz akran değerlendirmenin uygulandığı işbir likli okuma ve kompozisyon tekniğinin başarı, tutum ve strateji kullanım düzeyleri ne etkisi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(4), 105- 123.

Investigation of Preservice Teachers’ Opinions About Self-, Peer- and Teacher Assessment

Year 2018, Volume: 26 Issue: 4, 1055 - 1068, 15.07.2018
https://doi.org/10.24106/kefdergi.393278

Abstract



In this study, it was aimed to reveal the opinions of preservice teachers on self-,peer- and teacher assessments. Qualitative research design was used in this study. The study group of the research consisted of 37 preservice teachers at a public university. The preservice teachers’ opinions about self, peer and teacher assessments were examined.Content analysis method was used to analyze data. According to the findings of the research, regarding the superior side of self, peer and teacher evaluation thirteen subcategories were determined and these categories was three, four and six, respectively. In relation to the limited side, seven subcategories were determined and these categories two, three and two, respectively.




References

  • Adediwura, A.A. (2012). Effect of peer and self-assessment on male and female students' self-efficacy and self-autonomy in the learning of mathematics. Gender & Behaviour, 10(1), 4492-4508.
  • Akıllı ,M. (2007). Öz değerlendirme ve akran değerlendirmesi yöntemlerinin öğretmen eğitimine etkisi. Yayımlanmamış yüksek lisans tezi. Atatürk Üniversitesi, Erzurum.
  • Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Social and Clinical Psychology, 4(3), 359-373.
  • Bilgin, N. (2006). Sosyal bilimlerde içerik analizi. Teknikler ve örnek çalışmalar. Ankara: Siyasal Kitabevi.
  • Boud, D. ve Falchikov, N (1989) Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education 18, 529-549.
  • Bostock, S. (2009). Student peer assessment https://www.cs.auckland.ac.nz/courses/compsci747s2c/lectures/paul/Student_peer_assessment_-_Stephen_Bostock.pdf 10.05.2016 tarihinde erişilmiştir.
  • Büyüköztürk, Ş., Çakmak, K. E., Akgün, E, Ö., Karadeniz, Ş.& Demirel, F. (2010). Bilimsel araştırma yöntemleri. Ankara: Pegem.
  • Black, P. ve William, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice; 5(1), 7-75.
  • Boud, D. (1991). HERDSA Green Guide No 5. Implementing student self-assessment (Second ed.). Campbelltown: The Higher Education Research and Development Society of Australasia (HERDSA).
  • Bozkurt, E. ve Demir, R. (2013). Öğrenci görüşleriyle akran değerlendirme: Bir örnek uygu lama. İlköğretim Online, 12(1), 241-253.
  • Cassidy, S. (2007). Assessing inexperienced students ability to self-assess: Exploring links with learning style and academic personel control. Assessment and Evaluation in Higher Education, 32, 313-330.
  • Coronado-Aliegro, J. (2006). The effect of self-assessment on the self-efficacy of students studying Spanish as a foreign language. Unpublished doctoral dissertation. University of Pittsburgh.
  • Crocks, T. J.(1988). The impact of classrom evaluation practices on students. Review of Educational Research, 58, 438-481.
  • Dochy, F., Segers, M. ve Sluijmans, D. (1999). The use of self-, peer and co-assessment in higher education : A review. Studies in Higher Education, 24,331-350.
  • Ellington, H.(1997). Making effective use of peer and self assessment. Innovations in Educa tion and Training International, 32, 175-178.
  • Falchikov, N. (1986). Product comparisons and process benefits of collaborative peer and self-assessments. Assessment and Evaluation in Higher Education, 11, 146-166.
  • Falchikov, N. (1995) Peer feedback marking: developing peer assessment, Innovations in Education and Training International, 32, 175-187.
  • Falchikov, N. ve 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.
  • Freeman, M. (1995) Peer assessment by groups of group work. Assessment and Evaluation in Higher Education 20, 289-299.
  • Gümüşok, F. (2014). Engaging pre-service EFL teachers in the evaluation process: self- evaluation and peer evaluation as a reflective practice in the practicum. Yayımlanmamış yüksek lisans tezi, Orta Doğu Teknik Üniversitesi, Ankara.
  • Hanrahan, S. J. ve Isaacs, G. (2001) Assessing self- and peer-assessment: the students’ views. Higher Education Research and Development, 20, 1, 53-69.
  • Harris, M. (1997). Self assessment of languaage learning in formal settings, ELT Journal 51(1), 12-20.
  • Kahraman, N. (2014). Investigating the relationship between self-assessment and self-effi cacy of pre-service science teachers. International Journal of Education and Research, 2(7), 77-90.
  • Koç, C. (2011). Sınıf öğretmeni adaylarının öğretmenlik uygulamasında akran değerlendir meye ilişkin görüşleri. Kuram ve Uygulamada Eğitim Bilimleri, 11(4), 1965-1989
  • Langan, A. M. ve Wheater, C. P. (2003). Can students assess students effectively? some insights into peer- assessment. Learning and Teaching in Action. 2(1)
  • Lindblom, S. ve Pihlajamaski, T.K. (2006). Self-peer and teacher assessment of student essays. Active Learning in Higher Education.
  • Mcnamara, M.J. ve Deane, D. (1995) Self-assessment activities: Toward language autonomy in language learning,. Tesot, 5,17-21.
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (Second Edition). California: SAGE Publications.
  • Miller, L. ve Ng, R. (1996) Autonomy in the classroom: peer assessment. In Pemberton et all. 133-146.
  • Olina, Z. ve Sullivan, H., J. (2002). Effects of teacher and self-assessment on student perfor mance. Paper presented Annual Convention of the American Educational Research Association, 1-5 April, 2002, New Orleans, LA.
  • Pope, N. (2001). An Examination of the Use of Peer Rating for Formative Assessment in the Context of the Theory of Consumption Values. Asessment & Evaluation in Higher Education, 26(3).
  • Sadler, P. M. ve Good, E. (2006). The impact of self-peer grading on student learning. Educational Assessment, 11(1), 1-31.
  • Sluijmans, D., Dochy, F. ve Moerkerke, G. (1998). Creating a learning environment by using self-peer and co- assessment. Learning Environment Research 1, 293-319.
  • Sluijmans, D. ve Prins, F. (2006). A conceptual framework for integrating peer assessment in teacher education. Studies in Educational Evaluation, 32, 6-22.
  • Stefani, L.A.J. (1992) Comparison of collaborative selfi peer and tutor assessment in a biochemistry practical, Biochemical Education, 20, 148-151.
  • Stefani, L.A.J. (1994) Self, peer and group assessment procedures. in: An enterprising curriculum: Teaching Innovations in Higher Education. Eds I. Sneddon and J.Kramer. 24-46. HMSO, Belfast.
  • Şahin, S. (2008). An application of peer assessment in higher education. TOJET, 7(2), 5-10.
  • Taşdemir, M. (2014) Kendini değerlendirme, akran değerlendirme ve öğretmen değerlendirmenin yazılı sınav sonuçlarına etkisi ve başarı yordayıcılığı. Turkish Studies, 9(5), 1911-1929.
  • Topping K. J. (2005). Trends in peer learning. Educational Psychology, 25(6),631–645
  • Topping K. J. (2009). Peer Assessment. Theory into Practice,48, 20-27.
  • Torrance, H. (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assessment in Education, 14 (3), 281–294.
  • Tuyan, S. ve Beceren, E. (2005). Duygusal zeka ve empati. http://duygusalzeka.net/icsayfa.aspx?Sid=30&Tid=18 06.07.2016 tarihinde erişilmiştir.
  • Uysal, K. (2008). Öğrencilerin ölçme ve değerlendirme sürecine katılması: Akran değerlendirme ve öz değerlendirme. Yayımlanmamış yüksek lisans tezi. Abant İzzet Baysal Üniversitesi, Bolu.
  • Vickerman, P. (2009). Student perspectives on formative peer assessment: an attempt to deepen learning? Assessment & Evaluation in Higher Education, 34 (2), 221-230.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yuen H. J. (1998). Implemating peer assessment and self assessment in a Hong Kong Classroom. Yayımlanmamış Yüksek Lisans Tezi. University of Hong Kong.
  • Yurdabakan, İ. (2012). Ortak ve akran değerlendirme eğitiminin öğretmen adaylarının öz değerlendirme becerileri üzerine etkisi. Eğitim ve Bilim, 37 (163), 190-202.
  • Yurdabakan, İ. ve Cihanoğlu, M. O. (2009). Öz akran değerlendirmenin uygulandığı işbir likli okuma ve kompozisyon tekniğinin başarı, tutum ve strateji kullanım düzeyleri ne etkisi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(4), 105- 123.
There are 48 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Other ID 1702
Journal Section Review Article
Authors

Melek Gülşah Şahin

Demet Şahin Kalyon This is me

Publication Date July 15, 2018
Acceptance Date October 17, 2017
Published in Issue Year 2018 Volume: 26 Issue: 4

Cite

APA Şahin, M. G., & Şahin Kalyon, D. (2018). Öğretmen Adaylarının Öz-Akran-Öğretmen Değerlendirmesine İlişkin Görüşlerinin İncelenmesi. Kastamonu Education Journal, 26(4), 1055-1068. https://doi.org/10.24106/kefdergi.393278

10037