Lisans Öğrencileri İçin Proje Derslerinde Verilen Biçimlendirici Geri Bildirim Algı Ölçeğinin Geliştirilmesi ve Geçerliği

Yükseköğretim ortamlarında proje temelli yaklaşıma yönelik gittikçe artan bir eğilim oluşmuştur. Bu nedenle, öğrencilerin biçimlendirici geri bildirim üzerine algılarını değerlendirmek ve ölçmek, öğrencilerin grup çalışmasında öğrenmelerinin önemli bir parçası haline gelmiştir. Öğrencilerin çoklu kaynaklardan kendilerine verilen biçimlendirici geri bildirimi nasıl algıladıklarını ölçmek için geçerli ve güvenilir bir ölçek geliştirme gereği oluşmuştur. Önemli olan bu ihtiyacı karşılamak için, bu çalışmanın amacı, lisans öğrencilerinin proje çalışması sırasında bireysel veya grup olarak aldıkları biçimlendirici geri bildirim hakkındaki algılarına yönelik çok boyutlu bir ölçek geliştirmektir. Üç aşamadan oluşan bu çalışmanın ilk aşamasında 10 katılımcı ile görüşülmüş, elde edilen nitel veriler kullanılarak ölçek maddeleri geliştirilmiştir. İkinci aşamada ölçeğin geçerliği ve güvenirliği sağlamak için 97 lisans öğrencisinden elde edilen nicel veriler açımlayıcı faktör analizi ile incelenmiştir. İkinci aşamada ölçeğin geçerliği ve güvenirliğini sağlamak için 97 lisans öğrencisinden elde edilen nicel veriler açımlayıcı faktör analizi ile incelenmiştir. Analiz sonunda ortaya çıkan üç boyut "gelişme", "anlaşılırlık ve uygunluk" ve "teşvik etme" olarak isimlendirilmiştir. En son aşamada ise 250 öğrenciden oluşan farklı bir desenden elde edilen veriler kullanılarak 25 maddelik ölçeğin faktör yapısı doğrulayıcı faktör analizi ile incelenmiştir. Geliştirilen bu ölçeğin grup çalışmasına dayalı çeşitli öğrenme ortamlarında öğrencilerin biçimlendirici geri bildirim algılarını ölçmek için araştırmacılara, uygulayıcılara ve akademisyenlere yarar sağlayacağı düşünülmektedir.

Development and Validation of Formative Feedback Perceptions Scale in Project Courses for Undergraduate Students

There has been an increasing trend towards project-based approach in higher education. For that reason, assessing and evaluating students' perceptions on formative feedback becomes an important aspect of students' learning in groupwork. Valid and reliable instruments are required to measure how students perceive formative feedback given to them from multiple sources. Therefore, the aim of the current study is to develop and validate a multidimensional formative feedback perception scale (FFPS) for the assessment of undergraduate students' perceptions on formative feedback provided to them as individuals or as a group on their project work. This study was implemented in three phases. In the first phase, qualitative data through interviews with 10 participants were used in development of the items for the scale. In the second phase, quantitative data from 97 undergraduate students were used to ensure validity and reliability of the new scale through exploratory factor analysis. Three dimensions emerged and were interpreted as development, understandability, and encouragement. In the third phase, data collected from an independent sample of 250 undergraduate students were used to confirm the factorial structure of the 25-item FFPS through confirmatory factor analysis. This new scale will serve as a useful tool for researchers, practitioners andindividuals in higher education in order to assess students' formative feedback perceptions in various work-based and experiential learning environments.

PDF

___

Bandura, A. (1991). Social Cognitive Theory of Self-Regulation. Organizational Behavior and Human Decision Processes, 50, 248-287.
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238-246. https://doi.org/10.1037/0033-2909.107.2.238
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712. https://doi.org/10.1080/02602938.2012.691462
Brown, T. A. (2006). Confirmatory Factor Analysis for Applied Research (1st ed.). New York, NY: Guilford Publications.
Browne, M. W., & Cudeck, R. (1993). Alternative Ways of Assessing Model Fit. In K. A. Bollen & J. S. Long (Eds.), Testing Structural Equation Models (pp. 136-162). Beverly Hills, CA: Sage.
Clark, I. (2012). Formative Assessment: Assessment Is for Self-regulated Learning. Educational Psychology Review, 24(2), 205-249. https://doi.org/10.1007/s10648-011- 9191-6
Costello, A. B., & Osborne, J. W. (2005). Best Practices in Exploratory Factor Analysis : Four Recommendations for Getting the Most From Your Analysis. Practical Assessment, Research & Evaluation, 10(7), 1-9.
DeVellis, R. F. (2012). Scale development: Theory and applications. (2nd ed.). Thousand Oaks, CA: SAGE Publications, Inc.
Dillman, D. A. (2007). Mail and Internet surveys: The tailored design method (2nd ed.). Hoboken, NJ: John Wiley & Sons.
Draper, S. W. (2009). What are learners actually regulating when given feedback? British Journal of Educational Technology, 40(2), 306-315. https://doi.org/10.1111/j.1467- 8535.2008.00930.x
Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299. https://doi.org/10.1037//1082-989X.4.3.272
Fernandes, S., Flores, M. A., & Lima, R. M. (2012). Students' views of assessment in project-led engineering education: findings from a case study in Portugal. Assessment & Evaluation in Higher Education, 37(2), 163-178. https://doi.org/10.1080/02602938.2010.515015
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London, UK: SAGE Publications.
Gabelica, C., Bossche, P. Van Den, Segers, M., & Gijselaers, W. (2012). Feedback, a powerful lever in teams: A review. Educational Research Review, 7(2), 123-144. https://doi.org/10.1016/j.edurev.2011.11.003
Gibson, I. S. (2001). Group Project Work in Engineering Design?Learning Goals and their Assessment *. International Journal of Engineering Education, 17(3), 261-266.
Groves, R. M., Fowler, F. J., Jr., Couper, M. P., Lepkowski, J. M., Singer, E., & Tourangeau, R. (2009). Survey Methodology (2nd ed.). John Wiley & Sons.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (7th ed.). NJ: Prentice-Hall.
Hattie, J. (2008). Visible learning: A synthesis of over 800 Meta-analyses relating to achievement. London, UK: Routledge.
Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-Based Learning in Post-Secondary Education - Theory, Practice and Rubber Sling Shots. Higher Education, 51(2), 287- 314. https://doi.org/10.1007/s10734-004-6386-5
Higgins, R., Hartley, P., & Skelton, A. (2001). Getting the Message Across: The problem of communicating assessment feedback. Teaching in Higher Education, 6(2), 269-274. https://doi.org/10.1080/13562510120045230
Hounsell, D., McCune, V., Hounsell, J., & Litjens, J. (2008). The quality of guidance and feedback to students. Higher Education Research & Development, 27(1), 55-67. https://doi.org/10.1080/07294360701658765
Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: Guildford.
Knight, P., & Yorke, M. (2003). Assessment, Learning and Employability. Maidenhead, UK: SRHE/Open University Press.
Lizzio, A., & Wilson, K. (2008). Feedback on assessment: students' perceptions of quality and effectiveness. Assessment & Evaluation in Higher Education, 33(3), 263-275. https://doi.org/10.1080/02602930701292548
London, M., & Sessa, V. I. (2006). Group Feedback for Continuous Learning. Human Resource Development Review, 5(3), 303-329. https://doi.org/10.1177/1534484306290226
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. https://doi.org/10.1080/03075070600572090
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
O'connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer's MAP test. Behavior Research Methods, Instruments, & Computers, 32(3), 396-402. https://doi.org/10.3758/BF03200807
Oppenheim, A. N. (1992). Questionnaire Design, Interviewing and Attitude Measurement. New York: Bloomsbury Publishing.
Poulos, A., & Mahony, M. J. (2008). Effectiveness of feedback: the students' perspective. Assessment & Evaluation in Higher Education, 33(2), 143-154. https://doi.org/10.1080/02602930601127869
Price, M., Handley, K., Millar, J., & O'Donovan, B. (2010). Feedback : all that effort, but what is the effect? Assessment & Evaluation in Higher Education, 35(3), 277-289. https://doi.org/10.1080/02602930903541007
Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28(1), 4-13. https://doi.org/10.1002/bs.3830280103
Razmov, V., & Vlasseva, S. (2004). Feedback Techniques for Project-based Courses.
Rowe, A. D., & Wood, L. N. (2008). Student Perceptions and Preferences for Feedback. Asian Social Science, 4(3), 78-88. https://doi.org/10.5539/ass.v4n3p78
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. https://doi.org/10.1007/BF00117714
Sadler, D. R. (1998). Formative Assessment : revisiting the territory Formative Assessment : revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77-84.
Scherer, R. F., Wiebe, F. A., Luther, D. C., & Adams, J. S. (1988). Dimensionality of coping: factor stability using the Ways of Coping Questionnaire. Psychological Reports, 62(3), 763-70. https://doi.org/10.2466/pr0.1988.62.3.763
Schermelleh-engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the Fit of Structural Equation Models : Tests of Significance and Descriptive Goodness-of-Fit Measures. Methods of Psychological Research Online, 8(2), 23-74.
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education, 36(1-2), 111-139. https://doi.org/10.1007/s11165-005-3917-8
Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795
Stevens, J. P. (2009). Applied Multivariate Statistics for the Social Sciences (5th ed.). New York: Routledge/Taylor & Francis.
Tabachnick, B., & Fidell, L. (2007). Using multivariate statistics. Boston: Allyn & Bacon.
Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (3rd ed.). New York, NY: Pearson.
Taras, M. (2002). Using Assessment for Learning and Learning from Assessment. Assessment & Evaluation in Higher Education, 27(6), 501-510. https://doi.org/10.1080/0260293022000020273
Taras, M. (2005). Assessment - Summative and Formative - Some Theoretical Reflections. British Journal of Educational Studies, 53(4), 466-478. https://doi.org/10.1111/j.1467- 8527.2005.00307.x
Thomas, J. W. (2000). A Review of Research on Project-Based Learning. San Rafael, CA: Autodesk Foundation.
Weaver, M. R. (2006). Do students value feedback? Student perceptions of tutors' written responses. Assessment & Evaluation in Higher Education, 31(3), 379-394. https://doi.org/10.1080/02602930500353061
Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14. https://doi.org/10.1016/j.stueduc.2011.03.001
Zwick, W. R., & Velicer, W. F. (1986). Comparison of five rules for determining the number of components to retain. Psychological Bulletin, 99(3), 432-442. https://doi.org/10.1037//0033-2909.99.3.432