Inside the black box: do teachers practice assessment as learning?

Yıl 2022, Cilt: 9 Sayı: Special Issue, 46 - 71, 29.11.2022

Özen Yıldırım Safiye Bilican Demir

https://doi.org/10.21449/ijate.1132923

Öz

The conceptual development of assessment literature in recent years has been remarkable. One of the latest concepts to have emerged in parallel with this development is Assessment as Learning (AsL). This study investigated how AsL pertains to classroom practices within its conceptual framework by examining teacher reports. Case study design, a qualitative research method, was used to collect detailed information about in-class teacher practices. The teachers were interviewed with semi-structured interview forms and the data obtained were then analyzed using content analysis. The results revealed that in-class teacher practices were incapable of supporting AsL and promoting self-regulated behaviors and that many of the activities conducted in class were teacher-centered. Teachers did not apply self-assessment or peer-assessment practices, and the feedback they gave to students was mainly based on measurement scores. The researchers discussed the results in relation to the relevant literature and offered some suggestions for applying AsL in practice.

Anahtar Kelimeler

Formative assessment, Assessment for learning, Assessment as learning, Self-regulation, Self-assessment.

Kara kutunun içine bakmak: öğretmenler öğrenmeyi destekleyici değerlendirme yapıyor mu?

Öz

Öğrenme kuramlarındaki kuramsal tartışmalara bağlı olarak durum belirleme (assessment) literatüründe öne çıkan kavramlardan biri öğrenmeyi destekleyici değerlendirme (assessment as learning- AsL) dir. Pratik öğretmen uygulamalarında bu kavramın nasıl karşılık bulduğunu belirlemek amacıyla orta okullarda çalışan öğretmenlerin sınıf içi öğretim ve değerlendirme etkinlikleri hakkında bilgi toplanmış ve bunlar AsL’in kavramsal çerçevesine uyumu bakımından değerlendirilmiştir. Bu amaca uygun olarak nitel araştırma yöntemlerinden durum belirleme çalışması deseni kullanılmıştır. Yarı yapılandırılmış görüşme formuyla öğretmenlerden veri toplanmış ve veriler içerik analizi ile çözümlenmiştir. Araştırma sonuçları sınıf içi öğretmen uygulamalarının AsL’yi desteklenme ve öz düzenleyici öğrenme davranışlarını harekete geçirme konusunda yetersiz kaldığını ve sınıf içi birçok etkinliğin öğretmen merkezli yürütüldüğünü ortaya koymuştur. Öğretmenlerin öz değerlendirme ve akran değerlendirme etkinliklerinin sıklığının çok az ve öğrenci performansıyla ilgili kullandıkları geri bildirim mekanizmasının AsL’yi desteklemekten uzak olduğu dikkat çekmiştir. Araştırma sonuçları ilgili alan yazınla ilişkili tartışılmış ve pratik uygulamalar için bazı öneriler sunulmuştur.

Anahtar Kelimeler

Sürece dayalı değerlendirme, Öğrenme için değerlendirme, Öğrenmeyi destekleyici değerlendirme, Öz düzenleme, Öz değerlendirme

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