PORTFOLYO DEĞERLENDİRMENİN ÜNİVERSİTE ÖĞRENCİLERİNİN ÖZ-YETERLİK ALGISI VE YAŞAM BECERİLERİ ÜZERİNE ETKİSİ

Yıl 2008, Cilt: 9 Sayı: 1, 97 - 111, 01.01.2008

Dilber Bahçeci Mustafa Kuru

Öz

Bu çalışmada portfolyonun, üniversite öğrencilerinin öz-yeterlik ve yaşam becerileri üzerine etkisi araştırılmış ve değerlendirmenin öğretim sürecine yayılmasının, geleneksel değerlendirmeden farklarının ortaya konması amaçlanmıştır. Portfolyo, öğrencinin çok yönlü olarak ele alındığı ve özellikle duyuşsal özelliklerin öne çıkarıldığı bir değerlendirme süreci olduğu için, araştırmada öz-yeterlik, akran ve öz değerlendirmeye yönelik çalışmalara ağırlık verilmiştir. Çalışma, dört faklı Yüksek Öğrenim biriminde insan anatomisi dersi okuyan ve her bölümden bir deney bir kontrol grubu olmak üzere toplam sekiz sınıfta uygulanmıştır. Araştırmaya 109?u portfolyo ve 106?sı da geleneksel değerlendirme grubunda olmak üzere toplam 215 üniversite öğrencisi katılmıştır. Araştırmanın birinci aşamasına hem deney hem kontrol grubu katılırken ikinci aşamasına sadece deney grubu katılmıştır.

Anahtar Kelimeler

Portfolyo Değerlendirme, Öz-yeterlik, Yaşam Becerileri

The Effect Of Portfolio Assessment On University Students’ Self Efficacy And Life Skills

Öz

In this study, the effect of portfolio assessment on university students‟ self-efficacy and life skills was researched. It aimed to find out the difference between assessment of the learning process and traditional way of assessment which only focuses on the product learning outcomes . Portfolio assessment considers students from different perspectives and particularly focuses on students‟ affective characteristics. Therefore, in this study, studying on self-efficacy, peer and self assessment was crucial. This study was carried out with total 215 students in eight classes, from four different Higher Education units. From each department, one experimental and one control groups were randomly selected. Portfolio assessment group and traditional assessment control group group involved 109 and 106 students, respectively. In the first stage of the study, both experimental and control groups, in the second stage of the study, only experimental group participated to this study. The qualitative and quantitative data obtained in this study were analyzed by means of SPSS statistical analysis 11 package program. Considering the variety of the data, factor analysis and reliability test were used in the development of research instruments. In analyzing qualitative data, descriptive analysis was used. t-test, power test, sampling test and correlation test were utilized in the analysis of the quantitative data. Results show that portfolio assessment effected students‟ affective characteristics and life skills positively. The difference between portfolio assessment and traditional way of assessment was statistically meaningful in favor of portfolio assessment in terms of students‟ self-efficacy, awareness of practical skills and transforming theoretical knowledge to life skills. In the

Anahtar Kelimeler

Portfolio Assessment, Self-Efficacy, Life Skills

Kaynakça

• ADAMS, Dennis, and Mary E. HAMM, (1992). Portfolio Assessment and Social Studies: Collecting, Selecting, and Reflecting on What Is Significant. Social Education, 56 (2), 103-105.
• AKKOYUNLU, Buket ve Feza ORHAN. (2003). Bilgisayar ve Öğretim Teknolojileri Eğitimi (Böte) Bölümü Öğrencilerinin
• Bilgisayar Kullanma Öz-yeterlik İnancı ile Demografik Özellikleri Arasındaki İlişki. The Turkish Online Journal of Educational Technology – TOJET 2 (3), 11 ARTER, J.A. and V. SPANDEL. (1992). Using Portfolios of Student Work in Instruction and Assessment. Educational
• Measurement: Issues and Practice. 11 (1), 36-44
• ATAY, D. (2003). Öğretmen AdaylarınaYansıtmayı Öğretmek: PortfolyoÇalışması. Kuram ve Uygulamada Eğitim Yönetimi, 9(36), 508-527.
• BAHCECİ,D. ve KURU,M. (2006,, Portfolyo Değerlendirmenin İnsan İskelet Sistemi Konusunda Öğrenci Akademik
• Başarısı Üzerine Etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), Cilt 7, Sayı 2, 162 BALDWIN, Julia A., Diane EBERT-MAY and Dennis J. BURNS. (1999) The Development of a College Biology Self Efficacy Instrument for Nonmajors. Sci Ed 83: 397-408
• BREAULT, R. A. (2004). Dissonant Themes In Pre-Service Portfolio Development. Teaching and Teacher Education, 20 (8), 847-859.
• BÜYÜKÖZTÜRK, Şener. (2005). Sosyal Bilimler İçin Veri Analizi El Kitabı Gözden Geçirilmiş 5.Baskı. Ankara: Pegem AYayıncılık ©.
• CARTER, M.(1992). Self-assessment Using Writing Portfolios. Dissertation Abstracts International, 53 (5), 1392A. (University microfilm No. 9227245).
• COLLINS,A. and DANA, T.M. (1993). Using Portfolios with Middle Grades Studens. Middle School Journal, 25 (2),14
• DARLING, L. F. (2001). Portfolio as practice: The narratives of emerging teachers. Teaching and TeacherEducation, 17(1), 121.
• DEMİREL, Özcan. (2003). Eğitim Sözlüğü Ankara: Pegem A Yayıncılık
• ERBİL, Oğuz., Songül DEMİREZEN, Ahmet ERDOĞAN, Ümit TERZİ, Hayrinisa EROĞLU, ve Murat İBİŞ (2004)
• Öğrenci Merkezli Eğitim Uygulama Modeli. İzmir: İktisat Kongresi Eğitimde Uygulamalar Bölümü Tebliği. ERSOY, A.Figen. (2006). Öğretmen Adaylarının Gelişim Dosyasına Dayalı Değerlendirmeye İlişkin Görüşleri. Elementary
• Education Online, 5 (1), 85-95. FIVE,C. (1993). Tracking Writing and Reading Progress. Learning 21(6), 48-51.
• FRAZIER, D. M. and PAULSON, F.L. (1992). How Portfolios Motivate Reluctant Writers. Educational Leadership, 49 (8), 62-65.
• HENNING, J. E., DEBRUIN-PARECKI, A., HAWBAKER, B. W., NIELSEN, C. P., JORAM, E. and GABRIELE A. J. (2005). The Teacher Work Sample: A tool for Scaffolding and Assessing Pre-Service Teacher’s Early Field
• Experiences. The Teacher Education. 40(3), 188-207. http://www.dssresearch.com/toolkit/sscalc/size_a1.asp internet adresi; 1 örneklem için örneklem büyüklüğünün yeterliği analizi 07.05.2006 tarihinde kullanılmıştır. http://www.dssresearch.com/toolkit/sscalc/size_a2.asp internet adresi; 2 örneklem için örneklem büyüklüğünün yeterliği analizi 07.05.2006 tarihinde kullanılmıştır. http://www.surveyguy.com/SGcalc.htm internet adresi; araştırmanın güç analizi için 07.05.2006 tarihinde kullanılmıştır.
• PEKKANLI EGEL, İlknur (2003). The Impact Of The European Language Portfolio On The Learner Autonomy Of
• Turkish Primary School Students. Eskişehir: Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü (Yayınlanmamış Doktora Tezi). PAULSON, F. L., PAULSON, P. R. and MEYER, C. A. (1991). What Makes a Portfolio. Educational Leadership. (5),60-63.
• QUINTA, F. and McKENNA, B.(1991). Alternatives to Standardized Testing. Washington D.C. : National Education Association.
• ROLHEISER, C. and S. SCHWARTZ. (2001). Pre-service Portfolios: A base for Professional Growth. Canadian Journal of Education, 26(3), 283-300
• SHACKELFORD, Ray L. (1995). Using Student Portfolios to Enhance Learning. Paper presented at the National
• Symposium on Improving Teaching Quality. San Antonio. SHACKELFORD, Ray L. (1996). Student Portfolios: a Process/Product Learning and Assessment Strategy. Technology Teacher, 55(8), 31–36.
• SHEPARD, L.A., (2000). The Role of Assessment in a Learning Culture. Educational Researcher, 29(7), 4-14.
• SLATER, Timothy F., Joseph M. RYAN and Sara L. SAMSON (1997). Impact and Dynamics of Portfolio Assessment and Traditional Assessment in a College Physics Course. Journal of Research in Science Teaching. 34 (3).255-271
• SPENCE, W. and W., EL-ANSARI, (2004). Portfolio Assessment: Practice Teachers’ Early Experience. NurseEducation Today, 24(5), 388-401
• STOWELL, L.P., F.A. ROIS, J.E. McDANIEL and M.G. KELLY. (1993). Casting Wide the Net: Portfolio Assessment in
• Teacher Education. Middle School Journal, 25 (2), 61-67. TAŞTAN, Murat ve TİRYAKİ, Eda (2008). Özel ve Devlet İlköğretim Okulu Öğretmenlerinin İş Doyumu Düzeylerinin
• KarşılaştırılmasıTED Eğitim ve Bilim Dergisi 33 (147), 54-70
• TIERNEY, J.Robert. (1992). Setting a New Agenda for Assessment. Learning, 21 (2), 61-64.
• U.S. Department of Labor, Secretary‟s Commission on Achieving Necessary Skill (SCANS), (1991). What Work Requires of
• Schools. Washington, D.C. Government WEBB, C., R. ENDACOTT, M. A. GRAY, M. McMULTAN and J. SCHOLES. 2003. Evaluating Portfolio Assessment
• Systems: What are the Appropriate Criteria. Nurse Education Today. 23 (8), 600-609. WINSOR, PJ, and ELLEFSON, BA (1995). Professional Portfolios in Teacher Education: An. Exploration of Their Value and Potential. The Teacher Educator, 31(1),68-91.
• WOLF, Kenneth. (1996). Developing and Effective Teaching Portfolio. Educational Leadership: 53(6), 34-37.
• ZOU, M. (2002). Organizing Instructional Practice Around the Assessment Portfolio: The Gains and Losses. ED: 469 469. http:// www.eric.ed.gov. EK-1