Öz
Bu araştırmada, ilköğretim 5. sınıf öğrencilerine Fen ve Teknoloji dersi “Yaşamımızdaki Elektrik” ünitesine yönelik örnek bir akran değerlendirme etkinliği yaptırılmıştır. Bu ders etkinliğinden yola çıkarak öğrencilerin akran değerlendirmesine yönelik görüşlerinin belirlenmesi ve öğrencilerin akran değerlendirme sonucu edindikleri başarı derecelerinin görüşlerine yansıma durumunun araştırılması amaçlanmıştır. Ayrıca etkinliğin uygulanması esnasında gözlemci olarak katılan bir fen ve teknoloji ve bir sınıf öğretmeninin de akran değerlendirmeye yönelik görüşleri alınmıştır. Araştırmanın veri toplama, örneklem seçimi ve veri analizi basamaklarının tümü nitel araştırma yöntemiyle tasarlanmıştır. Araştırmanın deseni; durum (örnek olay) çalışmasıdır. Araştırmanın örneklemi; amaçlı örnekleme yöntemlerinden kolay ulaşılabilir örneklem tekniğiyle seçilmiştir. Konya ili Selçuklu ilçesinde ilköğretim 5. sınıfa devam eden 30 öğrenci araştırmanın örneklem grubunu oluşturmaktadır. Öğrencilerin görüşlerine yönelik verilerin toplanmasında yarı yapılandırılmış, öğretmenlerin görüşlerinin alınmasında ise yapılandırılmamış görüşme yöntemi kullanılmıştır. Araştırmanın çalışma grubunda yer alan ilköğretim 5. sınıf öğrencileri akran değerlendirmesine yönelik olumlu görüşlere sahiptir. Akran değerlendirmesi sonucu başarılı olan gruplar, diğerlerinden daha olumlu görüşlere sahip olmuştur
Anahtar Kelimeler
Akran değerlendirme öğrenci görüşleri yaşamımızdaki elektrik 5. sınıf öğrencileri
Kaynakça
- Ballantyne, R., Hugnes, K., & Mylonas, A. (2002). Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process. Assessment & Evaluation in Higher Education, 27(5), 427-441.
- Berg, B.L. (1998). Qualitative research methods for the social sciences. Boston: Allyn and Bacon.
- Black, P.J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in education: principles. Policy and Practice, 5(1), 7-74.
- Cheng, W., & Warren, M. (1997). Having second thoughts: Student perceptions before and after a peer assessment exercise. Studies in Higher Education, 22(2), 233–240.
- Chou, C., & Tsai, C.C. (2002). Developing web-based curricula: Issues and challenges. Journal of Curriculum Studies, 34(6), 623-636
- Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
- Davies, P. (2002). Using Student Reflective Self-Assessment for Awarding Degree Classifications. Innovations in Education and Teaching International, 39(4), 307-319
- Diveharan, S., & Atputhasamy, L. (2002). An attempt to enhance the quality of cooperative learning through peer assesment. Journal of Educational Enquiry, 3 (2), 72-85.
- Dochy, F., & McDowell, L. (1998). Introduction assesment as a tool for learning. Studies in Educational Evaluation. 23 (4), 279-298.
- Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer, and co-assessment in higher education: a review. Studies in Higher Education, 24(3), 331–50.
- Ellington, H. (1997). Making effective use of peer and self assessment. The Robert Gordon University.
- Falchikov, N. (1995). Peer feedback marking developing peer assessment. Innovations in Education and Training International, 32, 175–187.
- Falchikov, N., & Goldfinch J. (2000). Student peer assessment in higher education: a metaanalysis comparing peer and teacher marks. Review of Educational Research, 70, 287-322.
- Gay, L.R. (1996). Educational Research: Competencies for Analysis and Application. (5th Ed.). New Jersey: Prentice-Hall, Inc.
- Haaga, D.A. (1993). Peer review of term papers in graduate psychology courses. Teaching of Psychology, 20, 28-32.
- Hodges, W.J., Lamb, P., Brown, M.H., & Foy, D.S. (2005). Assessment For All. Science Scope, January, 43-44.
- Karabay Koçyiğit, B., & Gündüz Sefer, D. (2004). Süreç değerlendirme yaklaşımı ile yazma becerilerinin geliştirilmesine yönelik bir çalışma: Benim öykülerim. XIII. Ulusal Eğitim Bilimleri Kurultayi, 6-9 Temmuz 2004. İnönü Üniversitesi, Eğitim Fakültesi, Malatya.
- Keaten, J.A., & Richardson, M.E. (1993). A field investigation of peer assessment as part of the student group grading process. (ERIC Document Reproduction Service No. ED 361753).
- Kennedy, K. J., Chan, J.K.S., Fok, P.K., & Yu, W.M. (2008). Forms of assessment and their potential for enhancing learning: conceptual and cultural issues. Educational Research for Policy and Practice, 7, 197-207.
- Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: an expanded sourcebook (2nd ed.). Thousand Oaks, California: SAGE. Morahan- Martin, 1996.
- Pellegrino, J.W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academic Press.
- Riley, S.M. (1995). Peer responses in an ESL writing class: Student interaction and subsequent draft revision (Doctoral Thesis). ProQuest Dissertations and Theses.
- Saito, H., & Fujita, T. (2004). Characteristics and user acceptance of peer rating in EFL writing classrooms. Language Teaching Research 8(1), 31–54
- Sluijsmans, D. (2002). Student involvement in assessment: the training of peer assessment skills. Unpublished doctoral dissertation, Open University: Netherlands
- Stiggins, R. (2007). Assessment Through. Educational Leadership. May, 22-26.
- Somervell, H (1993). Issues in assessment, enterprise and higher education: the case for self-, peer- and collaborative learning. Assessment and Evaluation in Higher Education, 18, 221–233.
- Stefani, L.A.J. (1994). Peer, self and tutor assessment: relative reliabilities. Studies in Higher Education, 19 (1), 69–75.
- Topping, K. J. (1998). Peer assessment between students in college and university. Review of Educational Research, 68(3), 249–276.
- Topping, K.J., Smith, E.F., Swanson, I., & Eliot, A. (2000). Formative peer assessment of academic writing between postgraduate students. Assessment & Evaluation in Higher Education, 25(2), 149-169
- Topping, K.J. (2009). Peer Assessment. Theory into Practice, 48(1), 20-27.
- Tsai, C.C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42, 193-205.
- Uysal, K. (2008). Öğrencilerin ölçme değerlendirme sürecine katılması: akran değerlendirme ve öz değerlendirme. Yayımlanmamış Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü, Bolu.
- Van Gennip, N.A.E., Segers, M.S.R., & Tillema, H.H. (2010). Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions. Learning and Instruction, 20, 280-290
- Yıldız İ., ve Uyanık N. (2004). Matematik Eğitiminde Ölçme Değerlendirme Üzerine. Gazi Üniversitesi Kastamonu Eğitim Dergisi, 12(1), 97–104.
- Yurdabakan, İ., ve Cihanoğlu, M. O. (2009). Öz ve akran değerlendirmenin uygulandığı işbirlikli okuma ve kompozisyon tekniğinin başarı, tutum ve strateji kullanım düzeylerine etkisi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(4), 105-123.
- Yurdabakan, İ., ve Oğlun, M. (2011). Öz ve akran değerlendirmenin öğrenme ve bilişüstü bilgi üzerindeki etkisi: sonuçsal geçerlik. 2nd International Conference on New Trends in Education and Their Implications 27-29 April, 2011 Antalya-Turkey
- Yıldırım, A., ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri (5. Baskı). Ankara: Seçkin Yayıncılık.
Öz
In this study, a special peer assessment technique was applied for 5th grade students based on
“electricity in our life” of the “Science and Technology” course. According to this activity, it was aimed to
determine the views of students associated with peer assessment. In addition, it was aimed to study the reflection
of the students’ success, which they acquired as a result of peer assessment, to their view. In addition, the views
of a science teacher and a class teacher participated to the assessment as observers were received. The research
was designed based on the method of qualitative research. The pattern of research is case study. The 30 students
studying in 5th grade of primary school in the district Selcuklu form the sample group of the research. Although
self-structured interview method was used to collect data regarding the students’ views, unstructured interview
method was used to collect the teachers’ opinions. It was established that the students have positive thoughts
about peer assessment. Based on the result of peer assessment, the successful groups have more positive
thoughts than others
Anahtar Kelimeler
Peer assessment students views electricity in our life 5th grade students
Kaynakça
- Ballantyne, R., Hugnes, K., & Mylonas, A. (2002). Developing Procedures for Implementing Peer Assessment in Large Classes Using an Action Research Process. Assessment & Evaluation in Higher Education, 27(5), 427-441.
- Berg, B.L. (1998). Qualitative research methods for the social sciences. Boston: Allyn and Bacon.
- Black, P.J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in education: principles. Policy and Practice, 5(1), 7-74.
- Cheng, W., & Warren, M. (1997). Having second thoughts: Student perceptions before and after a peer assessment exercise. Studies in Higher Education, 22(2), 233–240.
- Chou, C., & Tsai, C.C. (2002). Developing web-based curricula: Issues and challenges. Journal of Curriculum Studies, 34(6), 623-636
- Creswell, J.W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
- Davies, P. (2002). Using Student Reflective Self-Assessment for Awarding Degree Classifications. Innovations in Education and Teaching International, 39(4), 307-319
- Diveharan, S., & Atputhasamy, L. (2002). An attempt to enhance the quality of cooperative learning through peer assesment. Journal of Educational Enquiry, 3 (2), 72-85.
- Dochy, F., & McDowell, L. (1998). Introduction assesment as a tool for learning. Studies in Educational Evaluation. 23 (4), 279-298.
- Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer, and co-assessment in higher education: a review. Studies in Higher Education, 24(3), 331–50.
- Ellington, H. (1997). Making effective use of peer and self assessment. The Robert Gordon University.
- Falchikov, N. (1995). Peer feedback marking developing peer assessment. Innovations in Education and Training International, 32, 175–187.
- Falchikov, N., & Goldfinch J. (2000). Student peer assessment in higher education: a metaanalysis comparing peer and teacher marks. Review of Educational Research, 70, 287-322.
- Gay, L.R. (1996). Educational Research: Competencies for Analysis and Application. (5th Ed.). New Jersey: Prentice-Hall, Inc.
- Haaga, D.A. (1993). Peer review of term papers in graduate psychology courses. Teaching of Psychology, 20, 28-32.
- Hodges, W.J., Lamb, P., Brown, M.H., & Foy, D.S. (2005). Assessment For All. Science Scope, January, 43-44.
- Karabay Koçyiğit, B., & Gündüz Sefer, D. (2004). Süreç değerlendirme yaklaşımı ile yazma becerilerinin geliştirilmesine yönelik bir çalışma: Benim öykülerim. XIII. Ulusal Eğitim Bilimleri Kurultayi, 6-9 Temmuz 2004. İnönü Üniversitesi, Eğitim Fakültesi, Malatya.
- Keaten, J.A., & Richardson, M.E. (1993). A field investigation of peer assessment as part of the student group grading process. (ERIC Document Reproduction Service No. ED 361753).
- Kennedy, K. J., Chan, J.K.S., Fok, P.K., & Yu, W.M. (2008). Forms of assessment and their potential for enhancing learning: conceptual and cultural issues. Educational Research for Policy and Practice, 7, 197-207.
- Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: an expanded sourcebook (2nd ed.). Thousand Oaks, California: SAGE. Morahan- Martin, 1996.
- Pellegrino, J.W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academic Press.
- Riley, S.M. (1995). Peer responses in an ESL writing class: Student interaction and subsequent draft revision (Doctoral Thesis). ProQuest Dissertations and Theses.
- Saito, H., & Fujita, T. (2004). Characteristics and user acceptance of peer rating in EFL writing classrooms. Language Teaching Research 8(1), 31–54
- Sluijsmans, D. (2002). Student involvement in assessment: the training of peer assessment skills. Unpublished doctoral dissertation, Open University: Netherlands
- Stiggins, R. (2007). Assessment Through. Educational Leadership. May, 22-26.
- Somervell, H (1993). Issues in assessment, enterprise and higher education: the case for self-, peer- and collaborative learning. Assessment and Evaluation in Higher Education, 18, 221–233.
- Stefani, L.A.J. (1994). Peer, self and tutor assessment: relative reliabilities. Studies in Higher Education, 19 (1), 69–75.
- Topping, K. J. (1998). Peer assessment between students in college and university. Review of Educational Research, 68(3), 249–276.
- Topping, K.J., Smith, E.F., Swanson, I., & Eliot, A. (2000). Formative peer assessment of academic writing between postgraduate students. Assessment & Evaluation in Higher Education, 25(2), 149-169
- Topping, K.J. (2009). Peer Assessment. Theory into Practice, 48(1), 20-27.
- Tsai, C.C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42, 193-205.
- Uysal, K. (2008). Öğrencilerin ölçme değerlendirme sürecine katılması: akran değerlendirme ve öz değerlendirme. Yayımlanmamış Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi, Sosyal Bilimler Enstitüsü, Bolu.
- Van Gennip, N.A.E., Segers, M.S.R., & Tillema, H.H. (2010). Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions. Learning and Instruction, 20, 280-290
- Yıldız İ., ve Uyanık N. (2004). Matematik Eğitiminde Ölçme Değerlendirme Üzerine. Gazi Üniversitesi Kastamonu Eğitim Dergisi, 12(1), 97–104.
- Yurdabakan, İ., ve Cihanoğlu, M. O. (2009). Öz ve akran değerlendirmenin uygulandığı işbirlikli okuma ve kompozisyon tekniğinin başarı, tutum ve strateji kullanım düzeylerine etkisi. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(4), 105-123.
- Yurdabakan, İ., ve Oğlun, M. (2011). Öz ve akran değerlendirmenin öğrenme ve bilişüstü bilgi üzerindeki etkisi: sonuçsal geçerlik. 2nd International Conference on New Trends in Education and Their Implications 27-29 April, 2011 Antalya-Turkey
- Yıldırım, A., ve Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri (5. Baskı). Ankara: Seçkin Yayıncılık.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 26 Haziran 2012 |
| Yayımlandığı Sayı | Yıl 2012 Cilt: 11 Sayı: 4 |