Sınıf Öğretmeni Adaylarının Akademik Poster Sunumu Sırasındaki Akran Değerlendirme Sürecine Yönelik Görüşleri

Akran değerlendirme uygulamalarının yükseköğretimdeki kullanımı gün geçtikçe artmakta olmasına rağmen; öğretmen adayları bu uygulamalar sırasında kendilerini rahat hissetmeyebilir ve bu etkinliklere katılmakta isteksizlik gösterebilir. Bu nitel araştırmanın temel amacı, sınıf öğretmeni adaylarının akran değerlendirme sürecine yönelik görüşlerinin incelenmesidir. Bu amaç doğrultusunda, açık uçlu sorularla hazırlanmış anketler ve yarı yapılandırılmış bireysel ve odak grup görüşmeleri kullanılarak toplamda Türkiye'de bir üniversitede eğitim gören 87 sınıf öğretmeni adayından veri toplanmıştır.Sınıf öğretmeni adaylarının akranlarının tepkilerine, karşılıklı çıkara dayalı ve daha önce yaşanan kişisel ilişkilere ilişkin endişeleri, akranlarını değerlendirirken subjektif kararlar verilmelerine yol açan temel faktörler olarak ortaya çıkmaktadır. Buna ek olarak, sınıf öğretmeni adaylarının dersin eğitmenlerini daha deneyimli ve objektif olarak tanımladıkları ve öğretmen değerlendirmesine duydukları güveni dile getirdikleri görülmüştür. Sınıf öğretmeni adaylarının akran değerlendirme sürecindeki performansları ve subjektif bakış açıları, akran değerlendirmesinin düzey belirleyici bir değerlendirme aracı olarak kullanılmasının riskini vurgulamaktadır.

Preservice Elementary Teachers’ Perspectives Around the Peer Assessment Process During an Academic Poster Session

The use of peer assessment activities is increasing; however, students might not always be willing or feel comfortable to implement these activities. The main goal of this qualitative study was the exploration of preservice elementary teachers’ perspectives around the implementation of peer assessment process during an academic poster session. For this purpose, a questionnaire consisting of open-ended questions, semi-structured interviews and focus group discussions were utilized for data gathering purposes with 87 preservice elementary teachers in Turkey. The preservice elementary teachers’ concerns regarding their peers’ reactions, symbiotic agreements and any previous personal relationships between the participants were the main factors that led to their subjectivity while evaluating their peers. They defined instructors as more experienced and objective and expressed their trust towards teacher rating. The preservice elementary teachers’ performance during the peer assessment process, and their perspective towards subjectivity highlighted the risk of using peer assessment process as a summative assessment tool.

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