The Usefulness of Activity Evaluation and Feedback Tool (AEFT) and Its Potential to Evaluate and Give Feedback to Practitioners

Yıl 2022, Cilt: 28 , 43 - 48, 23.12.2022

Ali Bozkurt Mehmet Fatih Ozmantar

https://doi.org/10.55549/epess.1223250

Öz

Activity and activity-based learning is one of the important fields of study that remains up-to-date
in the mathematics education community. In the context of activity-based learning, it makes it necessary to
evaluate the quality of the design and implementation of activities. Within this framework, Bozkurt, Özmantar,
Agaç and Güzel (2022) developed the Activity Evaluation and Feedback Tool (AEFT). The purpose of this
study is to examine the usefulness of the AEFT tool and its potential to provide evaluation and feedback to
practitioners. Within the scope of the tool, the activity text and application processes, which are the basis for
activity-based teaching, were dimensioned and indicators related to each dimension were created. The study was
carried out in the fall semester of the 2021-2022 academic year. The study group consists of 12 secondary
school mathematics teachers. Teachers were asked to apply this activity in their classrooms by choosing or
developing an activity. Then, they were asked to evaluate these design and implementation processes with
AEFT. According to the findings obtained from the research, AEFT has been found to be useful and has the
potential for evaluation and feedback. It has also been seen that AEFT offers a clear performance target for
agreed standards. The AEFT provides an opportunity to evaluate and give feedbacks to the users on activity
scripts and on the implementation process along with the mathematical potential of both dimensions. As a result,
it can be said that the performance criteria in AEFT can be used by mathematics teachers to evaluate the quality
of activity processes.

Anahtar Kelimeler

Mathematical activity, AEFT, Activity-based learning