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Geribildirim ve öz-değerlendirmenin öğrencilerin okuduğunu anlama başarısına etkisi

Year 2024, Volume: 7 Issue: 1, 143 - 170, 31.05.2024
https://doi.org/10.33400/kuje.1342894

Abstract

Okuduğunu anlama, öğrencilerin akademik yaşamlarının yanı sıra kişisel yaşamlarındaki başarılarını da etkileyen temel becerilerden biridir. Bu becerinin bireyin erken dönemlerinden itibaren desteklenmesi gerektiği vurgulanmaktadır. Araştırmada hem öğrencinin hem de öğretmenin sınıfta sürece dayalı değerlendirmeye dahil olmasının öğrencinin okuduğunu anlama becerisini artıracağı hipotezinden yola çıkılmıştır. Bu nedenle öz-değerlendirme ve geri bildirime önem veren biçimlendirici bir durum belirleme sürecinin öğrencilerin okuduğunu anlama becerileri üzerindeki etkisi incelenmiştir. 4., 5. ve 6. sınıflar için iki farklı deney grubu seçilmiştir. Çalışma grubu 258 öğrenciden oluşmaktadır. Deney gruplarından birindeki deneysel süreçte hem öz değerlendirme hem de geri bildirim uygulamalarına ağırlık verirken, diğer deney grubunda sadece geri bildirim uygulamalarına yer verilmiştir. Kontrol gruplarında özel bir işlem uygulanmamış olağan ders işlenişine devam edilmiştir. Veriler, okuduğunu anlama başarı testleri ve bu testlerdeki başarıyı değerlendirmek için geliştirilen bütüncül dereceli puanlama anahtarları kullanılarak toplanmıştır. Ön test ve son test arasındaki farkı incelemek için betimleyici istatistikler ve karışık ölçümler için iki faktörlü ANOVA kullanılmıştır. Elde edilen sonuçlara göre öğrenci yanıtlarına öğretmen geri bildirimi alan tüm deney gruplarının son test puanları, ön test puanlarına göre daha yüksek ve anlamlıdır. Uygulanan işlemin dördüncü sınıf düzeyi deney gruplarında daha etkili olduğu gözlenmiştir. Bu durum öğretmenlerin öz-değerlendirme ve geri bildirimleri üst sınıflardaki öğretmenlere göre daha etkili bir şekilde gerçekleştirmelerinden kaynaklı olabilir. Kontrol grupları incelendiğinde bazı grup performanslarının zaman içerisinde düştüğü gözlenmiştir. Elde edilen sonuçlara göre öğretmenlerin tanımlayıcı geri bildirim ve öz değerlendirme etkinlikleriyle öğrencinin okuduğunu anlama becerisini izlemesi ve öğrencinin kendi performansını izlemesini sağlayacak ortamlar yaratması önerilmektedir.

Supporting Institution

Pamukkale Üniversitesi, Denizli İl Milli Eğitim Müdürlüğü

Thanks

Bu araştırma Okuduğunu Anlama Becerilerinin Sürece Dayalı İzlenmesi ve Geliştirilmesi projesi altında Pamukkale Üniversitesi ve Denizli İl Milli Eğitim Müdürlüğü Ölçme ve Değerlendirme Şubesiyle ortak olarak yürütülmüştür. P Her iki kuruma da desteklerinden dolayı teşekkür ederiz.

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The effect of feedback and self-assessment on students’ reading comprehension success

Year 2024, Volume: 7 Issue: 1, 143 - 170, 31.05.2024
https://doi.org/10.33400/kuje.1342894

Abstract

Reading comprehension is one of the basic skills that affect students' success in their personal lives as well as their academic lives. It is emphasized that this skill should be supported starting from the early stages. In the study, it was assumed that the involvement of both the student and the teacher in the formative assessment in the classroom would increase the student's reading comprehension skills. Therefore, the effect of a formative assessment process that emphasizes self-assessment and feedback on students' reading comprehension skills was examined. The two different experimental groups were selected for 4th, 5th, and 6th grades. The study group consisted of 258 students. In the experimental process in one of the experimental groups, both self-assessment and feedback practices were emphasized, while only teachers’ feedback practices were included in the other experimental group. In the control groups, no special treatment was applied, and the usual course was continued. Data were collected using reading comprehension achievement tests and holistic rubrics developed to assess achievement on these tests. Descriptive statistics and two-factor mixed measures ANOVA were used to examine the difference between the pre-test and post-test. According to the results, the post-tests of all experimental groups that received teacher feedback on student responses were higher and significant than the pre-tests. It was observed that the applied procedure was more effective at lower grade levels. It was also determined that teachers in lower grades conducted self-assessment and feedback sessions more effectively than teachers in higher grades. When the control groups were analyzed, it was observed that the performance of some of the students decreased over time. According to the results obtained, it is recommended that teachers should monitor students' reading comprehension skills through descriptive feedback and self-assessment activities and create environments that will enable students to monitor their own performance.

References

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  • Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13–18
  • Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. Andrade & G. Cizek (Eds.), Handbook of formative assessment (pp. 90–105). New York, NY: Routledge.
  • Arter, J. A. & McTighe, J. (2000). Scoring rubrics in the classroom: Using performance criteria for assessing and ımproving student performance (Experts in Assessment Series). California: Corwin Press.
  • Ateş, M. (2017). Ortaokul öğrencilerinin okuduğunu anlama düzeyleri ile akademik başarıları arasındaki ilişkinin incelenmesi. Uluslararası Eğitim Bilimleri Dergisi, 4(12), 306-317.
  • Baniabdelrahman, A. A. (2010). The effect of the use of self-assessment on EFL students’ performance in reading comprehension in English. TESL-EJ, 14 (2), 1-22
  • Bardach, L., Klassen, R. M., Durksen, T. L., Rushby, J. V., Bostwick, K. C., & Sheridan, L. (2021). The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers. Computers & Education, 169, 104194. https://doi.org/10.1016/j.compedu.2021.104194
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  • Bitter, C., O'Day, J., Gubbins, P. & Socias, M. (2009) What works to improve student literacy achievement? An examination of instructional practices in a balanced literacy approach, Journal of Education for Students Placed at Risk (JESPAR), 14:1, 17-44, https://doi.org/10.1080/10824660802715403
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  • Cook, J. D. M. (2006). The relationship between reading comprehension skill assessment methods and academic success for first semester students in a selected bachelor of science in nursing program in Texas. (Doctoral dissertation). A&M University.
  • Demir, S. B., & Yıldırım, Ö. (2019). Yazılı anlatım becerilerinin değerlendirilmesi için dereceli puanlama anahtarı geliştirme çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 47, 457-473. https://doi.org/10.9779/pauefd.588565
  • Estacio, M. J. M. (2013). Bilingual readers’ metacognitive strategies as predictors of reading comprehension. Philippine ESL Journal, 10, 179-199. https://animorepository.dlsu.edu.ph/faculty_research/4974
  • Freeman, C. L., & Tashner, J. (2015). Technologies for formative assessment: Can web-based applications transform the allied health science classroom and improve summative assessment outcomes. Appalachian State University, USA, 2, 2020.
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  • Hattie, J., & Timperley, H. (2007). The power of feedback. Rev. Educ. Res. 77, 81–112. https://doi.org/10.3102/003465430298487
  • Hattie, J., & Zierer, K. (2019). Visible learning ınsights. London: Routledge, https://doi.org/ 10.4324/9781351002226
  • Harris AD, McGregor JC, Perencevich EN, Furuno JP, Zhu J, Peterson DE & Finkelstein J. The use and interpretation of quasi-experimental studies in medical informatics (2006). J Am Med Inform Assoc., 13(1):16-23. https://doi.org/10.1197/jamia.M1749.
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There are 73 citations in total.

Details

Primary Language Turkish
Subjects Classroom Measurement Practices
Journal Section Articles
Authors

Özen Yıldırım 0000-0003-2098-285X

Seval Kartal 0000-0002-3018-6972

Ömer Kutlu 0000-0003-4364-5629

İbrahim Çiçekdemir 0009-0009-0460-3742

Dilek Akduman 0000-0001-6531-3276

Ayşen Ergün 0009-0002-9986-6041

Derya Hocek 0009-0000-8733-2857

Işıl Karcılı 0000-0003-2095-332X

Publication Date May 31, 2024
Submission Date August 14, 2023
Published in Issue Year 2024 Volume: 7 Issue: 1

Cite

APA Yıldırım, Ö., Kartal, S., Kutlu, Ö., Çiçekdemir, İ., et al. (2024). Geribildirim ve öz-değerlendirmenin öğrencilerin okuduğunu anlama başarısına etkisi. Kocaeli Üniversitesi Eğitim Dergisi, 7(1), 143-170. https://doi.org/10.33400/kuje.1342894



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