kho bilim dergisi Kara Harp Okulu Bilim Dergisi 1302-2741 2148-4945 Millî Savunma Üniversitesi NOVICE EFL TEACHERS’ VIEWS ON PEER ASSESSMENT YENİ MEZUN İNGİLİZCE ÖĞRETMENLERİNİN AKRAN DEĞERLENDİRMESİ İLE İLGİLİ GÖRÜŞLERİ https://orcid.org/0000-0003-4015-0903 Önalan Okan 12 10 2018 28 2 1 20 12 03 2018 12 03 2018 Copyright © 2006, Kara Harp Okulu Bilim Dergisi 2006 Kara Harp Okulu Bilim Dergisi

AbstractThereis compelling evidence on potential effectiveness of peer assessment; however,the focus of earlier research on peer assessment as an instructional tool haslargely addressed the correlation and reliability of grading conducted byteachers and learners. Despite the large body of literature on peer assessment,research that focuses on teachers’ perceptions on peer assessment has beensomewhat limited. More research on perceptions and views of teachers about theuse of peer assessment as a teaching tool is necessary in order to account forthe change of teacher and student roles which is naturally dictated by peerassessment as well as how such a change could be perceived by the teachers. This study aims to report on the Turkishnovice EFL (English as a Foreign Language) teachers’ views about peerassessment in teaching English as a foreign language. The data for the currentstudy was obtained from nine teachers who worked at the Preparation Class of astate university in Turkey using semi-structured group interview. Results revealedteachers’ limited understanding of peer assessment, infrequent use of peerassessment in their instruction, and some perceived benefits and challenges ofpeer assessment. Results also revealed that the novice EFL teachers’ viewsabout and use of peer assessment is significantly affected by their narrow understandingof peer assessment due to a lack of training during undergraduate years, therole of examinations and teachers in the existing educational environment,perceived benefits and challenges in its implementation, and learners’willingness for accepting and incorporating peer assessment.

ÖzAkran değerlendirmesinin etkinliğine dair güçlü bulgular bulunmaktadır.Ancak akran değerlendirmesinin eğitimsel bir araç olarak kullanılması hakkındadaha önce yapılan çalışmalar, çoğunlukla öğretmen ve öğrenciler tarafındanverilen notların güvenirliği ve bu notlar arasındaki korelasyon üzerineodaklanmıştır. Alanda birçok çalışma olmasına karşın, öğretmenlerin bu konudakialgıları ve görüşlerine yönelik çalışmalar azdır. Akran değerlendirmesininöğretmenler tarafından aslında nasıl kullanıldığı, kullanılmasıyla birlikteortaya çıkan yeni öğretmen ve öğrenci rolleri ve bu değişen rollerinöğretmenler tarafından nasıl algılandığı ile ilgili daha fazla çalışmayapılması gerekmektedir. Bu çalışmanın amacı yeni mezun Türk İngilizceöğretmenlerinin, İngilizcenin yabancı dil olarak öğretilmesinde akrandeğerlendirmesinin yeri hakkındaki görülerini belirlemektir. Çalışma, birdevlet üniversitesinin Hazırlık Okulunda çalışan dokuz İngilizce öğretmeni ileyarı yapılandırılmış odak grubu görüşmesi yöntemiyle gerçekleştirilmiştir.Bulgular öğretmenlerin akran değerlendirmesi hakkındaki sınırlı algılarını,akran değerlendirmesini derslerinde nadir olarak kullandıklarını ve öğretmenlertarafından aktarılan bazı fayda ve uygulama zorluklarını ortaya koymuştur.Sonuçlara göre öğretmenlerin akran değerlendirmesi hakkındaki düşünceleriüzerinde, üniversite eğitimlerinde bu konuda eğitim almamış olduklarındandolayı oluşan kısıtlı bilgilerinin, mevcut eğitim sistemindeki sınav merkezli veöğretmen odaklı ortamın, tespit ettikleri bazı fayda ve zorlukların veöğrencilerin bu konuda istekli olup olmamalarının önemli etkisi bulunmaktadır.

 Peer assessment teachers’ perceptions teachers’ views EFL teacher education teacher training language teaching. Akran değerlendirmesi öğretmen algıları öğretmen görüşleri öğretmen eğitimi yabancı dil öğretimi References Adachi, C., Hong-Meng Tai, J. & Dawson, P. (2018) Academics’ Perceptions of the Benefits and Challenges of Self and Peer Assessment in Higher Education, Assessment and Evaluation in Higher Education, 43(2), pp.294-306. Al-Barakat, A. & Al-Hassan, O. (2009). Peer Assessment as a Learning Tool for Enhancing Student Teachers’ Preparation. Asia-Pacific Journal of Teacher Education, 37, pp.399-413. Ashenafi, M. (2015). Peer-Assessment in Higher Education – Twenty-First Century Practices, Challenges and the Way Forward. Assessment and Evaluation in Higher Education, pp.1-26. http://dx.doi.org/10.1080/ 02602938.2015.1100711 Bay, E. (2011). The Opinions of Prospective Teachers about Peer Assessment. University of Gaziantep Journal of Social Sciences, 10(2), pp.909-925. 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