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Öz Değerlendirmenin Etkisi: Üniversite Seviyesindeki İngilizce Yazı Yazma Dersi Üzerine Bir Durum Çalışması

Yıl 2019, Sayı: 1, 35 - 54, 30.04.2019

Öz

Bu makale üniversite
İngilizce hazırlık seviyesinde yabancı dil olarak İngilizce yazı yazma
derslerinde öz değerlendirmenin faydalarını saptamayı amaçlayan 7 haftalık bir
durum çalışmasının bulgularını sunmaktadır. Çalışma, bir vakıf üniversitesinin
İngilizce hazırlık bölümünde okuyan ve B1 seviyesinde olan 5’i kız 12’si erkek
olmak üzere toplam 17 öğrenci ile gerçekleştirildi. İlk olarak öğrencilere
yazılı bir metni değerlendirilmede kullanılan rubrikler tanıtıldı. Sonra
öğrenciler her hafta yazı yazdıkça, ilk üç hafta haftalık bir paragraf ve sonraki
dört hafta haftalık bir deneme, öğrencilerden kendi yazılarını uygun rubrikleri
kullanarak değerlendirmeleri ve sonra öz değerlendirme formlarını doldurmaları
istendi. Ayrıca, çalışmanın ilk haftası ve son haftasında öğrencilere toplamda
iki kez aynı anket uygulandı. İlk anketin amacı öğrencilerin yazı yazma
hususunda kendi güçlü ve zayıf yönlerini teşhis edip edemediklerini, yazı yazma
kısa sınavlarında kullanılan değerlendirme ölçütlerini anlayıp anlayamadıkları
ve de öğretmenleri tarafından verilen geribildirimleri anlayıp
anlayamadıklarını incelemekti. Son gün yapılan anketin amacı ise öğrencilerin
bu yedi haftalık çalışma sonucunda fikirlerini değiştirip değiştirmediğini
görmekti. Çalışmanın sonuçlarına göre öğrenciler, kullanılan rubrikleri zamanla
daha iyi anladılar. Her hafta yapılan öz değerlendirme çalışmaları sayesinde
kendi öğrenimlerine karşı daha fazla sorumluluk duygusu geliştirdiler. Ayrıca
kendi performanslarının hem güçlü yanlarını hem de zayıf yanlarını saptayabilip
buna göre çözümler ürettiler. En nihayetinde kendi öğrenimlerinde daha çok
özerk hale geldiler.

Kaynakça

  • Blanche, P., & Merino, B. J. (1989). Self-assessment of foreign language skills: Implications for teachers and researchers. Language Learning, 39(3), 313-340.
  • Boud, D. (1989) The role of self-assessment in student grading, Assessment and Evaluation in Higher Education, 14(1), pp. 20-30.
  • Boud, D. (1990). Assessment and the promotion of academic values. Studies in Higher Education, 15(1), 101-111. doi:10.1080/03075079012331377621
  • Boud, D. (1995). Enhancing learning through self assessment. Philadelphia, PA: Kogan Page.
  • Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.
  • Boud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5), 529-549. doi:10.1007/bf00138746
  • Chen, Y.-M. (2005). Peer and self-assessment in EFL classrooms. Selected Papers of the Fourteenth International Symposium on English Teaching (pp. 320-329). Taipei: Crane Publishing Co., Ltd.
  • Falchikov, N. (1995). Peer Feedback Marking: Developing Peer Assessment. Innovations in Education and Training International, 32(2), 175-187. doi:10.1080/1355800950320212
  • Keaten, J.A. & Richardson, M.E. (1993). A field investigation of peer assessment as part of the student group grading process. Paper presented at the Annual Meeting of the Western States Communication Association, Albuquerque, NM, 12-1 6 February 1993
  • Lee, C. (2006). Language for Learning Mathematics: Assessment for Learning in Practice. Maidenhead: Open University Press.
  • Longhurst, N. & Norton, L. (1997) Self-assessment and Coursework Essays, Studies in Education Evaluation, 23(4) pp 319-330.
  • McNamara, M. J., & Deane, D. (1995). Self-assessment activities: Toward autonomy in language learning. TESOL Journal, 5(1), 17–21.
  • Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and enhancement of pedagogic practice. Higher Education, 45, 477–501.
  • Williams, E. (1992). Student attitudes towards approaches to learning and assessment. Assessment and Evaluation in Higher Education, 17, 45-58.

The Impact Of Self-Assessment: A Case Study On A Tertiary Level EFL Writing Class

Yıl 2019, Sayı: 1, 35 - 54, 30.04.2019

Öz

This article presents the findings of a seven-week case study which
aimed to identify the benefits of self-assessment in EFL writing classes at
tertiary level. The study was conducted with 17 B1- English language
proficiency level students studying at an English preparatory programme of a
foundation university. First, the students were introduced to using rubrics to
assess a written product. Then, each week after students composed a writing, a
paragraph for the first three weeks and an essay for the remaining four weeks,
the students were asked to assess their own writing by using the relevant
rubric and filling in the self-assessment form. In addition, a questionnaire
was conducted at the beginning of the study to investigate whether the students
could identify their own strengths and weaknesses in writing, whether they
could make sense of the criteria that are used for writing quizzes, and whether
they made sense of the feedback given by the teachers for their writings. The
same questionnaire was conducted again on the last day of the research to check
whether the participants changed their opinions. The results revealed that the
students improved their understanding of the rubrics over time by practice, they
felt more responsible for their own learning, they were able to reflect on
their own performance, and they became more autonomous learners.

Kaynakça

  • Blanche, P., & Merino, B. J. (1989). Self-assessment of foreign language skills: Implications for teachers and researchers. Language Learning, 39(3), 313-340.
  • Boud, D. (1989) The role of self-assessment in student grading, Assessment and Evaluation in Higher Education, 14(1), pp. 20-30.
  • Boud, D. (1990). Assessment and the promotion of academic values. Studies in Higher Education, 15(1), 101-111. doi:10.1080/03075079012331377621
  • Boud, D. (1995). Enhancing learning through self assessment. Philadelphia, PA: Kogan Page.
  • Boud, D. (2000). Sustainable assessment: rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.
  • Boud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5), 529-549. doi:10.1007/bf00138746
  • Chen, Y.-M. (2005). Peer and self-assessment in EFL classrooms. Selected Papers of the Fourteenth International Symposium on English Teaching (pp. 320-329). Taipei: Crane Publishing Co., Ltd.
  • Falchikov, N. (1995). Peer Feedback Marking: Developing Peer Assessment. Innovations in Education and Training International, 32(2), 175-187. doi:10.1080/1355800950320212
  • Keaten, J.A. & Richardson, M.E. (1993). A field investigation of peer assessment as part of the student group grading process. Paper presented at the Annual Meeting of the Western States Communication Association, Albuquerque, NM, 12-1 6 February 1993
  • Lee, C. (2006). Language for Learning Mathematics: Assessment for Learning in Practice. Maidenhead: Open University Press.
  • Longhurst, N. & Norton, L. (1997) Self-assessment and Coursework Essays, Studies in Education Evaluation, 23(4) pp 319-330.
  • McNamara, M. J., & Deane, D. (1995). Self-assessment activities: Toward autonomy in language learning. TESOL Journal, 5(1), 17–21.
  • Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and enhancement of pedagogic practice. Higher Education, 45, 477–501.
  • Williams, E. (1992). Student attitudes towards approaches to learning and assessment. Assessment and Evaluation in Higher Education, 17, 45-58.
Toplam 14 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Vedat Kızıl 0000-0003-0589-0877

Hülya Yumru 0000-0003-3898-014X

Yayımlanma Tarihi 30 Nisan 2019
Gönderilme Tarihi 24 Ocak 2019
Kabul Tarihi 22 Nisan 2019
Yayımlandığı Sayı Yıl 2019 Sayı: 1

Kaynak Göster

ISNAD Kızıl, Vedat - Yumru, Hülya. “The Impact Of Self-Assessment: A Case Study On A Tertiary Level EFL Writing Class”. Mevzu – Sosyal Bilimler Dergisi 1 (Nisan 2019), 35-54.

Mevzu – Sosyal Bilimler Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.