Öğretmen Adaylarının Güdülenme Stratejilerinin Web Tabanlı Öz- değerlendirme Sisteminde Öz-müdahale Yaklaşımlarına Etkisi

Bu çalışmada öğretmen adaylarının öz müdahalesinin etkililiği ile güdülenme stratejilerinin arasındaki ilişkilerin belirlenmesi amaçlanmıştır. Öz müdahale, öğrenenlerin web tabanlı öz-değerlendirme sisteminde değerlendirme yaşantıları sonucu aldığı dönütlere bağlı olarak, öğrenmesini yapılandırması için kendi öğrenme yaşantılarına uyguladığı müdahale olarak tanımlanabilir. Araştırmanın çalışma grubunu Hacettepe Üniversitesi Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümünde okuyan ve Eğitimde Ölçme ve Değerlendirme dersini alan öğrenciler oluşturmaktadır. Çalışma kapsamında, öğretmen adaylarının derse yönelik bilgi ve becerilerini tekrarlı olarak sınayabilecekleri bir web tabanlı öz-değerlendirme sistemi oluşturulmuş ve sistem 4 hafta kullanılmıştır. Her bir testten sonra sistem, öğretmen adaylarına kendi değerlendirme yaşantılarına ilişkin üç farklı dönüt sağlamıştır. Bu dönüt türleri, ölçüt, norm ve öz referanslı şeklinde tasarlanmıştır. Uygulama sürecinin sonunda öğrenenler Güdülenme Stratejileri ile Algılanan Öz-müdahalenin Etkililiği ölçeklerine cevap vermişlerdir. Bu kapsamda öğretmen adaylarının algılanan öz müdahale etkililiği ile güdülenme stratejileri arasındaki bağıntıları belirlemek için nedensel araştırma yöntemi kullanılmıştır ve bu bağıntılar yapısal eşitlik modelleri ile sınanmıştır. Analiz sonuçlarına göre güdülenme stratejilerinden özellikle görev değerinin öğretmen adaylarının algılanan öz müdahale etkililiğinin yüzde 32'sini açıkladığı görülmüştür

The Effects of Pre-Service Teachers' Motivational Strategies on Approaching of Self-Intervention in Web-Based Self-Assessment

The aim of this study was to investigate the effect of motivated strategies on perceived self-intervention is defined as intervention of learners to their learning process by using assessment feedback provided from web based self-assessment system. This study was conducted with pre-service teachers who were enrolled in the Educational Measurement and Evaluation course. In the study, Web Based Self-Assessment System (WB-SS) was developed for pre-service teacher to test and retest their knowledge and skills towards the Educational Measurement and Evaluation course and the system was used four weeks. At the end of the each test,the system provided criterion, norm and selfreferenced feedback to pre-service teachers based on their assessment experience. At the end of the process learners completed The Effectiveness of Perceived Self-Intervention Scale in WB-SS and Motivation Scale. In this context for determining the relations between the effectiveness of perceived self intervention and motivational strategies, causal research method was used, and consequently structural equation models were conducted. According to results the effect of task value on the effectiveness of self-intervention was positively and task value explained 32% of the variance of the effectiveness of perceived self-intervention

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