NOVICE EFL TEACHERS’ VIEWS ON PEER ASSESSMENT

Year 2018, Volume: 28 Issue: 2, 1 - 20, 10.12.2018

Okan Önalan

Abstract

Abstract

There
is compelling evidence on potential effectiveness of peer assessment; however,
the focus of earlier research on peer assessment as an instructional tool has
largely addressed the correlation and reliability of grading conducted by
teachers and learners. Despite the large body of literature on peer assessment,
research that focuses on teachers’ perceptions on peer assessment has been
somewhat limited. More research on perceptions and views of teachers about the
use of peer assessment as a teaching tool is necessary in order to account for
the change of teacher and student roles which is naturally dictated by peer
assessment as well as how such a change could be perceived by the teachers. This study aims to report on the Turkish
novice EFL (English as a Foreign Language) teachers’ views about peer
assessment in teaching English as a foreign language. The data for the current
study was obtained from nine teachers who worked at the Preparation Class of a
state university in Turkey using semi-structured group interview. Results revealed
teachers’ limited understanding of peer assessment, infrequent use of peer
assessment in their instruction, and some perceived benefits and challenges of
peer assessment. Results also revealed that the novice EFL teachers’ views
about and use of peer assessment is significantly affected by their narrow understanding
of peer assessment due to a lack of training during undergraduate years, the
role of examinations and teachers in the existing educational environment,
perceived benefits and challenges in its implementation, and learners’
willingness for accepting and incorporating peer assessment. 

Keywords

Peer assessment, teachers’ perceptions, teachers’ views, EFL, teacher education, teacher training, language teaching.

YENİ MEZUN İNGİLİZCE ÖĞRETMENLERİNİN AKRAN DEĞERLENDİRMESİ İLE İLGİLİ GÖRÜŞLERİ

Abstract

Öz

Akran değerlendirmesinin etkinliğine dair güçlü bulgular bulunmaktadır.
Ancak akran değerlendirmesinin eğitimsel bir araç olarak kullanılması hakkında
daha önce yapılan çalışmalar, çoğunlukla öğretmen ve öğrenciler tarafından
verilen notların güvenirliği ve bu notlar arasındaki korelasyon üzerine
odaklanmıştır. Alanda birçok çalışma olmasına karşın, öğretmenlerin bu konudaki
algıları ve görüşlerine yönelik çalışmalar azdır. Akran değerlendirmesinin
öğretmenler tarafından aslında nasıl kullanıldığı, kullanılmasıyla birlikte
ortaya çıkan yeni öğretmen ve öğrenci rolleri ve bu değişen rollerin
öğretmenler tarafından nasıl algılandığı ile ilgili daha fazla çalışma
yapılması gerekmektedir. Bu çalışmanın amacı yeni mezun Türk İngilizce
öğretmenlerinin, İngilizcenin yabancı dil olarak öğretilmesinde akran
değerlendirmesinin yeri hakkındaki görülerini belirlemektir. Çalışma, bir
devlet üniversitesinin Hazırlık Okulunda çalışan dokuz İngilizce öğretmeni ile
yarı yapılandırılmış odak grubu görüşmesi yöntemiyle gerçekleştirilmiştir.
Bulgular öğretmenlerin akran değerlendirmesi hakkındaki sınırlı algılarını,
akran değerlendirmesini derslerinde nadir olarak kullandıklarını ve öğretmenler
tarafından aktarılan bazı fayda ve uygulama zorluklarını ortaya koymuştur.
Sonuçlara göre öğretmenlerin akran değerlendirmesi hakkındaki düşünceleri
üzerinde, üniversite eğitimlerinde bu konuda eğitim almamış olduklarından
dolayı oluşan kısıtlı bilgilerinin, mevcut eğitim sistemindeki sınav merkezli ve
öğretmen odaklı ortamın, tespit ettikleri bazı fayda ve zorlukların ve
öğrencilerin bu konuda istekli olup olmamalarının önemli etkisi bulunmaktadır. 

Keywords

Akran değerlendirmesi, öğretmen algıları, öğretmen görüşleri, öğretmen eğitimi, yabancı dil öğretimi

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