Matematik ve Fizik Öğretmen Adaylarının Akran Değerlendirmesini Uygulama Deneyimleri

Yıl 2022, Cilt: 16 Sayı: 2, 428 - 455, 31.12.2022

Olga Gkioka

https://doi.org/10.17522/balikesirnef.1127523

Öz

Sunulan araştırmanın amacı, matematik ve fizik öğretmen adaylarının akran değerlendirmesini nasıl deneyimlediklerini araştırmaktır. Çalışma, hizmet öncesi öğretmen eğitimi için tasarlanmış bir sınıf içi ölçme-değerlendirme dersi kapsamında gerçekleştirildi. Çalışmaya dört gruptan doksan dört (94) öğretmen adayı katıldı. Katılımcılar akranlarının ödevlerine geri bildirim verdiler, yansıtıcı günlükler yazdılar ve yarı yapılandırılmış görüşmelere katıldılar. Katılımcılar, not vermenin geribildirim vermekten daha zor olduğunu, çünkü notların öğrencilerin başarısı için “sayıldığı” için önemli olduğunu bildirdi. İkinci olarak, ders boyunca katılımcıların düşünceleri, yorum vermenin not vermekten daha önemli olduğu fikrine “kaydı” çünkü geribildirim onların değerlendirme kriterlerini anlamalarına ve ardından dersleri iyileştirmelerine yardımcı oldu. Bulgulara dayalı olarak, makalenin ana argümanı, öğretmenlerde sınıf içi değerlendirme becerilerinin ve değerlendirme bilgilerinin geliştirilmesinde hizmet öncesi öğretmen eğitiminin rolü hakkındadır.

Anahtar Kelimeler

değerlendirme kriterleri, geri bildirim, not verme, akran değerlendirmesi, hizmet öncesi matematik ve fizik öğretmen eğitimi, değerlendirme kriterleri, geri bildirim, not verme, akran değerlendirmesi, hizmet öncesi matematik ve fizik öğretmen eğitimi

Pre-Service Mathematics and Physics Teachers’ Experiences of Implementing Peer-Assessment

Öz

The aim of the presented research is to investigate how pre-service mathematics and physics teachers have experienced peer-assessment. The study took place within the context of one classroom assessment course designed for pre-service teacher education. Ninety-four (94) students in four cohorts participated. They were giving written feedback to peer’s coursework, writing reflective journals and participating in semi-structured interviews. The participants reported that grading is more difficult than giving feedback because grades are important as they “count” for students’ success. Secondly, during the course, their thinking “shifted” to the idea that giving comments is more crucial than grading, because feedback helped them understand the assessment criteria and subsequently, improve coursework. Based on the findings, the main argument of the paper is about the role of pre-service teacher education for the development of classroom assessment skills and assessment knowledge in teachers.

Anahtar Kelimeler

assessment criteria, feedback, grading, peer-assessment, pre-service mathematics and physics teacher education, değerlendirme kriterleri, geri bildirim, not verme, akran değerlendirmesi, hizmet öncesi matematik ve fizik öğretmen eğitimi

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