The effect of co- and peer assessment training on self-assessment skills of teacher trainees

Türkiye’de eğitim programlarında yapısal bir değişime gidilmesi, yapılandırmacı kuram,aktif öğrenme ve alternatif değerlendirme uygulamalarına ilgiyi artırmıştır. Uluslararası alanyazında, özellikle bilişüstü bilgi ve özdeğerlendirme arasındaki ilişkiye dikkat çekilerek,özdeğerlendirmenin geliştirilmesi için çeşitli düşünceler önerilmektedir. Bu önerilerden birisi de “ortak ve akran değerlendirme etkinlikleri özdeğerlendirme becerisini etkileyebileceği”düşüncesidir. Bu araştırmanın amacı, ortak ve akran değerlendirme eğitiminin özdeğerlendirme üzerindeki etkisini araştırmaktır. Çalışma, deney grubunda 33, kontrol grubunda 37 olmak üzere toplam 70 öğrenci ile gerçekleştirilmiştir. Araştırmanın sonunda, deney grubunun akran ve özdeğerlendirme puanları arasındaki korelasyonları, kontrol grubundakilere oranla daha yüksek ve deney grubu lehine anlamlı bulunmuş, ayrıca deney grubunda akran değerlendirmenin özdeğerlendirmenin iyi bir kestiricisi olduğu gözlenmiştir.

Ortak ve akran değerlendirme eğitiminin öğretmen adaylarının özdeğerlendirme becerileri üzerine etkisi

Since the structural changes that occured in the curricula in Turkey, there has been an increase in the interest towards constructivist theory, active learning, and alternative assessment. Various ideas have been suggested to improve self-assessment by focusing the attention on the relationship between metacognitive knowledge and self-assessment in the international literature. One of the suggestions is that “co- and peer assessment practices can influence self-assessment skills”. The aim of this study is to identify the influence of co and peer assessment training on self-assessment skills. In this study, there were 33 participants in the experimental group and 37 participants in the control group. The results of the study revealed that the correlations between peer and self-assessment scores of experimental group were significant and high as compared to those in the control group; it was also observed that the peer assessment in the experimental group was a good predictor of self-assessment.

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