Prospective teachers' views about formative assessment
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Tarih
2010
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışma, 2006-2007 eğitim-öğretim dönemi güz yarıyılında, KTÜ, Artvin Eğitim Fakültesi İlköğretim Bölümü Sınıf Öğretmenliği Programı üçüncü sınıfta öğrenim gören toplam yirmi beş öğretmen adayı ile Öğretim Teknolojileri ve Materyal Geliştirme (ÖTMG) dersi kapsamında yürütülmüştür. Dört aşamalı araştırmanın ilk aşamasında öğrencilere, kavram ağı, kavram haritası, çalışma yaprağı ve yapılandırılmış grid gibi öğretim materyalleri hazırlamak için gerekli bilgiler sunulmuştur. İkinci aşamada; öğretim materyalleri geliştirmeleri ve sınıfta sunmaları istenmiştir. Üçüncü aşamada; öğretim materyalleri araştırmacılar tarafından incelenerek, hatalar ve eksiklikler her bir öğrenciye dönüt olarak verilmiştir. Son aşamada ise öğrencilerin verilen dönütlere göre ödevleri tekrar hazırlamaları ve sunmaları istenmiştir. Bu süreç sonunda öğrencilerde meydana gelen değişme ve gelişmeler yarı yapılandırılmış mülakatlarla belirlenmiştir. Çalışma sonucunda adaylar, verilen geribildirim ile eksik ve iyi yönlerinin farkına vardıkları ve ona göre çalışmalarını yönlendirebildiklerini, kendi kendilerini değerlendirmeyi öğrendiklerini ve eleştirel düşünme yeteneklerinin geliştiğini ifade etmişlerdir.
This study was carried out with 25 junior elementary student-teachers at Karadeniz Technical University, Artvin Education Faculty Primary Education Department Elementary Teaching in the fall semester of 2006. The study was a part of an Instructional Technologies and Material Development course. It was applied in four parts. In the first part, basic knowledge was given to students which consist of concept map, semantic feature analysis, worksheets, and structured grid. In the second part, students were asked to develop and present their materials in the classroom. In the third part, materials were investigated by the researchers, and feedback was given to each student. In the last part, students were asked to correct and present their materials in the classroom again according to the feedback. At the end of this process, changes and developments in students' views were determined by semi-structured interviews. The results of the study showed that elementary student-teachers' critical thinking skills were developed, they learned self assessment, they noticed their mistakes and deficiencies and they reorganized their studies by correcting their mistakes and deficiencies.
This study was carried out with 25 junior elementary student-teachers at Karadeniz Technical University, Artvin Education Faculty Primary Education Department Elementary Teaching in the fall semester of 2006. The study was a part of an Instructional Technologies and Material Development course. It was applied in four parts. In the first part, basic knowledge was given to students which consist of concept map, semantic feature analysis, worksheets, and structured grid. In the second part, students were asked to develop and present their materials in the classroom. In the third part, materials were investigated by the researchers, and feedback was given to each student. In the last part, students were asked to correct and present their materials in the classroom again according to the feedback. At the end of this process, changes and developments in students' views were determined by semi-structured interviews. The results of the study showed that elementary student-teachers' critical thinking skills were developed, they learned self assessment, they noticed their mistakes and deficiencies and they reorganized their studies by correcting their mistakes and deficiencies.
Açıklama
Anahtar Kelimeler
Ölçme-değerlendirme, Yapısalcı yaklaşım, Biçimlendirici değerlendirme, Öğretim teknolojileri, Materyal geliştirme, Constructivist approach, Formative assessment, Instructional technologies and material development, Measurement-assessment
Kaynak
Milli Egitim
WoS Q Değeri
Scopus Q Değeri
Q4
Cilt
Sayı
187
