Akran Değerlendirmenin İlkokul Öğretim Programlarında Kullanılabilirliğinin İncelenmesi

Bu çalışma akran değerlendirme yönteminin ilkokul öğretim programlarında kullanılabilirliğini ortaya koymak amacıyla yapılmıştır. Araştırma, durum çalışması yöntemi kullanılarak yürütülmüştür. Çalışma grubunu Adıyaman’ın üç farklı ilkokulunda görev yapmakta olan 32 sınıf öğretmeni oluşturmuştur. Bu katılımcılar amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örneklemesi kullanılarak araştırmaya dâhil edilmiştir. Nitel veriler, yarı-yapılandırılmış görüşme formu yöntemi ile toplanmıştır. Yapılan tüm görüşmeler ses kaydına alınmış ve daha sonra bu ses kayıtları yazılı hale getirilmiştir. Toplanan veriler, kodlama yaklaşımı kullanılarak analiz edilmiştir. Daha sonra tema ve alt temalar şeklinde kategorize edilmiştir. Araştırma sonucundaöğretmenlerin büyük kısmı akran değerlendirmeye ilişkin yeterli bilgiye sahip olmamalarına rağmen akran değerlendirmenin uygulanmasına yönelik olumlu görüş bildirmişlerdir. Ayıca öğretmenlerin tamamına yakını ise akran değerlendirme yöntemini sınıfların kalabalık olması, kitaplarda akran değerlendirmeye ilişkin yeterli bilgi ve formların olmaması, öğrencilerin objektif değerlendirme yapamamasından dolayı sınıflarında uygulamadıklarını belirtmişlerdir. Ancak akran değerlendirme uygulandığında öğrenciler arasındaki iletişimi ve işbirliğini arttırdığını, eleştirme ve değerlendirme yeteneklerini geliştirdiği gibi avantajlar kazandırdığı sonucuna ulaşılmıştır.

The Examination of Availability of Peer Assessment in Elementary School Curriculum

This study investigates the approaches of elementary school teachers regarding peer assessment used in the curriculum with the intent of implementing the assessment method more effectively in elementary schools. The study group included 32 elementary teachers in three different schools in Adiyaman. The participants were selected using maximum diversity sampling which is one of the purposing sampling method. A case study approach of the qualitative method was used in the research. Qualitative data were gathered through semistructured interviews. The interviews were audio-recorded and records of all the interviews were transcribed into full text. Collected data was analyzed using an emergent coding approach. Codes, then, were categorized to constitute themes and subthemes. The findings indicated that although the majority of participants do not have enough information, they had a positive reaction to the implementation of peer assessment. Furthermore, nearly all of the participants stated that they did not implement the assessment in their classroom. Moreover, peer assessment increases cooperation and communication among students; develops students’ skills in criticism and assessment.

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