An Examination of Early Childhood Teachers’ Views and Experiences on Assessment as Learning

Yıl 2024, , 2155 - 2174, 30.06.2024

Nursel Bektaş Selda Aras

https://doi.org/10.35675/befdergi.1445750

Öz

In recent years, assessment as learning, which is one of the formative assessment types, has attracted attention with its focus on the role of the child in the connection between learning and assessment. Assessment as learning which includes children's awareness of their own learning processes, what they want to learn and how they learn, is a critical component for young children’s self-regulation and metacognition. This study examines preschool teachers' views and self-reported experiences regarding assessment as learning. For this purpose, semi-structured interviews were conducted with ten preschool teachers, ensuring maximum diversity. The findings of this study were analyzed with the themes of feedback, questioning, self-assessment, and peer assessment. The results indicated that although teachers have various practices in the context of feedback and asking questions, they give a more limited place to self-assessment and peer assessment in their practices. Although there are differences in teachers' experiences, providing support for some critical highlights regarding their practices is important for the effectiveness of assessment.

Anahtar Kelimeler

Assessment as learning, assessment, early childhood education, early childhood teacher, formative assessment

Okul Öncesi Öğretmenlerinin Öğrenme Olarak Değerlendirmeye İlişkin Görüş ve Deneyimlerinin İncelenmesi

Öz

Biçimlendirici değerlendirme türlerinden biri olan öğrenme olarak değerlendirme, öğrenme ve değerlendirme arasındaki bağlantıda öğrenenin rolüne odaklanmasıyla son yıllarda dikkat çekmektedir. Çocukların kendi öğrenme süreçlerine ilişkin farkındalıklarını, ne öğrenmek istediklerini ve nasıl öğrendiklerini içeren öğrenme olarak değerlendirme, çocukların öz-düzenleme ve üst-bilişsel becerileri için önemlidir. Bu çalışma, okul öncesi öğretmenlerinin öğrenme olarak değerlendirmeye ilişkin görüşlerini ve söyleme dayalı deneyimlerini incelemeyi amaçlamaktadır. Bu amaçla, maksimum çeşitlilik sağlanarak on okul öncesi öğretmeni ile yarı-yapılandırılmış görüşmeler yapılmıştır. Bu çalışmanın bulguları ile dönüt, soru sorma, öz değerlendirme ve akran değerlendirmesi temalarına ulaşılmıştır. Sonuçlar, öğretmenlerin dönüt ve soru sorma bağlamlarında çeşitli uygulamalarının olduğunu göztermekle birlikte, öz-değerlendirme ve akran değerlendirmesine daha az yer verdiklerini göstermektedir. Öğretmenlerin deneyimlerinde farklılıklar olsa da uygulamalarına ilişkin bazı kritik noktaların desteklenmesi, değerlendirmenin etkililiği açısından önemlidir.

Anahtar Kelimeler

Öğrenme olarak değerlendirme, değerlendirme, okul öncesi eğitim, okul öncesi öğretmeni, biçimlendirici değerlendirme

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