PRE-SERVICE LANGUAGE TEACHERS' REFLECTIONS ON PEER ASSESSMENT IN MICRO TEACHING SESSIONS OF A METHODOLOGY COURSE

Öz

A plethora of research has been conducted in the context of language education and language assessment. The peer assessment, a type of formative assessment, which helps us to take a glance at our own process by means of others, has begun to remark the English language teachers’ attention in recent years. Also, introvert language learners could enhance their learning much when exposed to the peer assessment process. This study aims to reveal the perceptions of pre-service English teachers on peer assessment. In this descriptive case study, the qualitative data was collected through questionnaires and interviews with 29 pre-service English language teachers taking Teaching Language Skills Course at Cukurova University in Turkey. The data was analysed by an inductive approach involving an open coding process. The findings embraced a wide range of themes related to the peer assessment such as objectivity in assessment and affective factors in this process. Lastly, this study has got some crucial implications for English language teachers, language learners as well as policymakers.

Anahtar Kelimeler

• Pre-service language teacher education,language assessment,formative assessment,peer assessment,case study

HİZMET-İÇİ İNGİLİZCE ÖĞRETMENLERİNİN İNGİLİZCENİN ÖĞRETİMİ DERSİNİN MİKRO ÖĞRETİMLERİ SÜRECİNDE YER ALAN AKRAN DEĞERLENDİRMESİ ÜZERİNE YANSIMALARI

Öz

Dil eğitimi ve değerlendirilmesi bağlamında çok sayıda araştırma mevcuttur. Kendi sürecimize başkaları aracılığıyla bakmamıza yardım eden ve biçimlendirici değerlendirmenin bir türü olan akran değerlendirmesi de son yıllarda İngilizce öğretmenlerinin dikkatini çekmeye başlamıştır. Ayrıca, içe dönük dil öğrencileri, akran değerlendirmesi sürecine maruz kaldıklarında öğrenmelerini daha fazla geliştirebilirler. Bu çalışma, hizmet öncesi İngilizce öğretmenlerinin akran değerlendirmesi konusundaki algılarını ortaya çıkarmayı amaçlamaktadır. Betimsel nitelikteki bu durum çalışmasında, nitel veriler Çukurova Üniversitesi'nde Dil Becerilerinin Öğretimi dersine kayıtlı 29 aday İngilizce öğretmeni ile yapılan anket ve görüşmeler aracılığıyla toplanmıştır. Veriler açık kodlama sürecini içeren tümevarımsal bir yaklaşımla analiz edilmiştir. Bulgular, değerlendirmede objektiflik ve bu süreçteki etkileyici faktörler gibi akran değerlendirmesiyle ilgili geniş bir tema yelpazesini içermektedir. Son olarak, bu çalışma hem İngilizce öğretmenleri ve yabancı dil öğrencileri hem de müfredat hazırlayıcıları açısından önemli sonuçları barındırmaktadır.

Anahtar Kelimeler

• Hizmet öncesi dil öğretmen eğitimi,yabancı dilde ölçme ve değerlendirme,biçimlendirici değerlendirme,akran değerlendirmesi,durum çalışması

Kaynakça

1. Abolfazli Khonbi, Z., Sadeghi, K. (2013). Self-, Peer-, and Teacher-Assessment: An Investigation into Iranian EFL Students' Attitudes. Studies in Second Language Learning and Teaching. Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz. SSLLT 3(1), 87-107.
2. Bay, E. (2011). The Opinions of Prospective Teachers about Peer Assessment. University of Gaziantep J. Soc. Sci. 10(2), 909-925.
3. Black, P., & Wiliam, D. (2006). Developing a theory of formative assessment. In J. Gardner (Ed.), Assessment and learning (pp. 9-26). London, UK: Sage Publications.
4. Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. Coding in Grounded Theory Practice, 42.
5. De Grez, L., Valcke, M., & Roozen, I. (2012). How effective are self- and peer assessment of oral presentation skills compared with teachers' assessment? Active Learning in Higher Education, 13(2), 129-142. London, UK: Sage Publications.
6. Falchikov, N., & Boud, D. (1989). Student self‐assessment in higher education: A metaanalysis. Review of Educational Research, 59, 395–430.
7. Kilickaya, F. (2017). Peer assessment of group members in tertiary contexts. In M.Sowa & J. Krajka (Eds.), Innovations in languages for specific purposes - Present challenges and future promises (pp.329-343). Frankurt am Main: Peter Lang.
8. Koc, C. (2011). The Views of Prospective Class Teachers about Peer Assessment in Teaching Practice. Educational Sciences: Theory and Practice, 11(4), 1979-1989.

9. Lindblom-Ylanne, S., H. Pihlajamäki & Kotkas, T. (2006). Self-, peer-and teacher-assessment of student essays. Active Learning in Higher Education, 7(1), 51–62. London, UK: Sage Publications.
10. Orsmond, P., Merry, S., & Reiling, K. (1997). A study in self assessment: Tutor and students’ perceptions of performance criteria. Assessment and Evaluation in Higher Education, 22, 357–67.
11. Ozdemir, S. (2016). The Opinions of Prospective Teachers on Peer Assessment, Educational Research and Reviews, 11(20), 1859-1870.
12. Peng, Jui-ching Fion. Indiana University, ProQuest Dissertations Publishing, 2009. 3380148.
13. Ratminingsih, N. M., Artini, L. P., & Padmadewi, N. N. (2017). Incorporating Self and Peer Assessment in Reflective Teaching Practices. International Journal of Instruction, 10(4), 165-184.
14. Reinders, H., & Lázaro, N. (2007). Innovation in language support: The provision of technology in self-access. Computer Assisted Language Learning, 20(2), 117-130.
15. Reynolds, M., & Trehan, K. (2000). Assessment: A critical perspective. Studies in Higher Education, 25(3), 267-278.
16. Sitthiworachart, J., & Joy, M. (2004). The evaluation of students’ marking in web‐based peer assessment of learning computer programming. In Proceedings of the International Conference on Computers in Education (ICCE 2004) (pp.1153 ‐ 1163). Melbourne, Australia.
17. Topping, KJ. (2009). Peer Assessment. Theory into Practice, 48(1), 20-27. https://doi.org/10.1080/00405840802577569
18. Uysal, K. (2008). Involving Students in the Assessment Process: Peer Assessment and Self Assessment. Unpublished Master's Thesis. Abant Izzet Baysal University, Bolu.
19. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.