Yazma Portfolyosu Uygulamasının Etkililiğinin ve Öğrenciler Tarafından Algılanma Biçimlerinin Akademik Bağlamda İncelenmesi

Öz

Öğrenci gelişimlerinin yazma becerilerinin sürece dayalı gelişimini değerlendirmek İngilizceyi yabancı dil olarak öğretenler için zorlayıcı bir mesele olmuştur. Önde gelen biçimlendirici değerlendirme tekniklerinden biri olarak, yazma portfolyosu hatırı sayılır bir süreden beri kullanılagelmiştir. Ancak bu tekniğin verimliliği günümüzde bile hem yabancı dil öğretmenleri hem de ikinci dil araştırmacıları için, öğrencilerin yazma becerilerine olan katkısı ve öğrencilerin bu araca karşı tutumları bakımından tartışmaya yol açan bir konu olarak kalmıştır. Bu nedenle bu çalışma, öğrencilerin portfolyo değerlendirmesi konusundaki algıları ile ilişkendirilerek, yazma portfolyosunun etkililiğini ölçmeyi hedeflemiştir. Buna göre maksatlı örneklemenin bir sonucu olarak, Türkiye’deki bir vakıf üniversitesinde, İngilizce yeterlilik seviyeleri ve sürece dayalı Özne-Yüklem Eşleşmesi kuralındaki öğrenme gelişimlerine dayalı olarak 24 İngilizce Hazırlık Okulu öğrencisini bir sömestr süresince inceledim. Yazma portfolyosu, sonuçtan ziyade sürece dayalı gelişmeyi ölçen bir değerlendirme aracı olarak yapılandırıldığı için veriler öğrencilerden hafta bazlı olarak toplandı. Ayrıca dönem sonunda öğrencilerin yazma portfolyosuna ve onun verimliliğine yönelik algılarına istinaden bir röportaj gerçekleştirdim. Yine bu nedenle de nitel ve nicel araştırma yöntemlerinin bir birleşiminden yararlandım ve verileri analiz etmek için Microsoft Excel Programını kullandım. Sonuçlar ropörtaj sorularına verdikleri yanıtları baz alarak, daha çok gelişim gösteren öğrencilerin yazma portfolyosu konusundaki algıları ile paralel olduğunu ve öğrencilerin Özne-Yüklem Eşleşmesi kuralı bakımından kayda değer bir gelişme gösterdiğini işaret etti. Sonuç olarak yazma portfolyosunun öğrenci gelişimine olan katkısının algılanma şekliyle paralel olduğu sonucuna varıldı.

Anahtar Kelimeler

• Biçimlendirici değerlendirme
• yazma portfolyosu
• sürece dayalı öğrenme

An Investigation into the Efficiency of Writing Portfolios and Students’ Perceptions in Academic Context

Öz

Evaluating students’ achievement in regard to their writing skills in-progress has been a challenging issue for L2 English teachers. As one of the leading formative assessment challenging issue for L2 English teachers. As one of the leading formative assessment techniques, portfolio writing has been used by language teachers for a long time. However, the techniques, portfolio writing has been used by language teachers for a long time. However, the efficiency of this technique still remains controversial for both language teachers and L2 efficiency of this technique still remains controversial for both language teachers and L2 researchers in terms of students’ improvement in writing in addition to their reflections upon researchers in terms of students’ improvement in writing in addition to their reflections upon this formative assessment tool. Thus, this research aimed to measure the effectiveness of writing this formative assessment tool. Thus, this research aimed to measure the effectiveness of writing portfolio for the L2 learners of English in relation to their reviews on its usefulness. portfolio for the L2 learners of English in relation to their reviews on its usefulness. Accordingly, as an outcome of purposive sampling, I examined 24 students of English Accordingly, as an outcome of purposive sampling, I examined 24 students of English Preparatory School in a foundation university in Turkey, studying a variety of subjects, in Preparatory School in a foundation university in Turkey, studying a variety of subjects, in relevance to their level of English proficiency and in-progress competence in terms of subject- relevance to their level of English proficiency and in-progress competence in terms of subject- verb agreement rule throughout one semester Since writing portfolios are constructed as a verb agreement rule throughout one semester. Since writing portfolios are constructed as a means of assessing the process instead of evaluating the final performance, the data from means of assessing the process instead of evaluating the final performance, the data from students was collected every week. I also conduct an interview with the students, regarding students was collected every week. I also conduct an interview with the students, regarding their reflections and attitudes towards the efficiency of portfolio assessment. Therefore, this their reflections and attitudes towards the efficiency of portfolio assessment. Therefore, this research used a mixture of Qualitative and Quantitative Methods In order to analyse the data research used a mixture of Qualitative and Quantitative Methods. In order to analyse the data, I will utilize Microsoft Excel. The results indicated that the overall performances of students I will utilize Microsoft Excel. The results indicated that the overall performances of students who performed better than others coincide with their perceptions based on their answers to the who performed better than others coincide with their perceptions based on their answers to the survey interview. Students made substantial progress in regard to their implementation of SV survey interview. Students made substantial progress in regard to their implementation of SV Agreement rule. Hence, writing portfolios are perceived as useful tools by learners and their Agreement rule. Hence, writing portfolios are perceived as useful tools by learners and their perceptions are parallel with their improvement

Anahtar Kelimeler

• formative assessment
• portfolio
• process-based learning

Kaynakça

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