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

Yıl 2018, Cilt: 11 Sayı: 4, 276 - 284, 30.12.2018

Yonca Özkan , Esra Kurtuldu

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

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