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İŞBİRLİKLİ ÖĞRENME SÜRECİNDE KULLANILAN PORTFOLYO DEĞERLENDİRMESİNİN ÖĞRENCİ BAŞARISI ÜZERİNE ETKİSİ)

Year 2009, Volume: 5 Issue: 1, 53 - 66, 14.01.2013

Abstract

İşbirlikli Öğrenme Yöntemi ile birlikte uygulaması yapılan portfolyo değerlendirmesinin etkilerinin araştırıldığı 
bu araştırmada, Eğitim Fakültesi Sınıf Öğretmenliği Anabilim Dalı 2. sınıfta öğrenim gören 88 öğrenciden 2 
deney 1 kontrol grubu oluşturulmuştur. Öğretim etkinliklerinin gerçekleştirileceği ders olarak, Öğretimde 
Planlama ve Değerlendirme dersi seçilmiş ve uygulama 10 haftalık bir süreyi kapsamıştır. Verilerin toplanması 
amacıyla, çoktan seçmeli 75 sorudan oluşan bir test geliştirilmiştir. Ölçeğin güvenirliği için, KR-20  (Kuder 
Richardson-20) güvenirlik analizi yapılmış, analiz  sonucunda testin KR-20 güvenirlik katsayısı 0.78 olarak 
bulunmuştur. Araştırma verilerini toplamak için kullanılan akademik başarı testi üç boyutta (Program ve 
Planlama, Öğretim Strateji, Yöntem ve Teknikleri, Ölçme ve Değerlendirme) gruplandırılmış ve bu boyutlara 
verilen cevaplar ayrı ayrı incelenerek analiz sonuçlarına varılmıştır. Deney ve Kontrol gruplarının akademik 
başarı testleri arasında anlamlı bir farkın olup olmadığını belirlemek için bağımsız gruplar t-Testi ve Tek Yönlü 
Varyans Analizi (ANOVA) teknikleri kullanılmıştır. Varyans analizlerinde anlamlı farkın hangi gruplar arsında 
olduğu Bonferroni testi ile belirlenmiştir. Araştırma sonucunda, İşbirlikli öğrenme yöntemi ile birlikte kullanılan 
Portfolyo değerlendirmesinin uygulandığı gruptaki başarının diğer gruplara göre daha yüksek düzeyde olduğu 
görülmüştür. Ayrıca deney ve kontrol gruplarında cinsiyet ile toplam başarı puanları arasındaki ilişki incelenmiş, 
istatistiksel olarak anlamlı farklılığın olmadığı görülmüştür. 
Anahtar Kelimeler: işbirlikli öğrenme yöntemi, portfolyo değerlendirmesi, akademik başarı 

References

  • Apple, S.J. (2000). Clarifying the preschool assessment process: Traditional practises and alternative approaches. Early Childhood Education Journal, 27, 219-225.
  • Aseltine, J. (1993). Performance assessment: looking at the real achievement of middle level students. School in the Middle, 3, 27–30.
  • Barootchi, N., & Keshavarz, M.H. (2002). Assessment of achievement through portfolios and teacher-made tests. Educational Research, 44, 279-288.
  • Bolig, E., & Day, J. (1993). Dynamic assessment and giftedness: the promise of assessing training responsiveness. Roeper Review, 16, 110–13.
  • Coleman, L. (1994). Portfolio assessment: a key to identifying hidden talents and empowering teachers of young children. Gifted Child Quarterly, 38, 65–9.
  • Cook-Benjamin, L. (2001). Portfolio assessment: benefits, issues of implementation, and reflections on its use. Assessment Update, 13, 6-7.
  • Dutt-Doner, K. M., & Personett, C. (1997, March). Using portfolio to assess students in an undergraduate teacher education course: What did the students and instructor learn? Paper presented at the Annual Meeting of the American Educational Research Association Chicago. (ERIC Document Reproduction Service No. 410247).
  • Gilmand, D.A., & McDermott, M. (1994). Portfolio collections: an alternative to testing. Contemporary Education, 65, 73–6.
  • Gömleksiz, M. (1997). Kubaşık Öğrenme. Adana: Baki Kitabevi.
  • Güvenç, H., & Açıkgöz, K.Ü. (2007). The effects of cooperative learning and concept mapping on learning strategy use, Educational Sciences: Theory & Practice, 7, 117-127.
  • Hamp-Lyons, L., & Condon, W. (1993). Questioning assumptions about portfolios. College Composition and Communication, 44, 176–90.
  • Henkin, R. (1993). Emerging feminist themes found in graduate students’ portfolios written by women elementary school teachers. Action in Teacher Education, 15, 20–28.
  • Johnson, D,W., & Johnson, R.T. (1999). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Boston, MA: Allyn and Bacon.
  • Johnson, D. W., & Johnson F. (2000). Joining Together: Group Theory and Skills. (7th ed.) Boston: Allyn and Bacon.
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report, Nr.4. Washington, DC: George Washington University.
  • Kagan, S. (1994). Cooperative Learning. San Juan Capistrano: Kagan Cooperative Learning
  • Krause, S. (1996). Portfolios in teacher education: Effects of instruction on preservice teachers’ early comprehension of the portfolio process. Journal of Teacher Education, 47, 130-39.
  • Lambdin, D.V., & Walker, V.L. (1994). Planning for classroom portfolio assessment. Arithmetic Teacher, 41, 318–324.
  • Lin, E. (2006). Cooperative learning in the science classroom: A new learning model for a new year. The Science Teacher, 34-39.
  • Lucas-Lescher, M. (1995). Portfolios: Assessing Learning in the Primary Grades. Washington, D.C.: NEA Professional Library.
  • Lyn, E.L., & Struewing, N.A. (2000). Portfolio assessment in the inclusive early childhood classroom. Young Exceptional Children, 5, 2-10.
  • Madaus, G., & Kelleghant, T. (1993). The British experience with authentic testing. Phi Delta Kappan, 74, 458–69.
  • McManus, S.M., & Gettinger, M. (1996). Teacher and student evaluations of cooperative learning and observed interactive behaviours. The Journal of Educational Research, 90, 13-22.
  • Moss, P.M. (1994). Can there be validity without reliability?. Educational Research, 23, 5–12.
  • Muijs, D. (2004). Doing Quantitative Research in Education with SPSS. California: Sage Publications.
  • Quarstein, V.A., & Peterson, P.A. (2001). Assessment of cooperative learning: A goal-criterion approach. Innovative Higher Education, 26, 59-77.
  • Rushton, A. (2005). Formative assessment: A key to deep. Medical Teacher, 27, 509–513.
  • Slavin, R.E. (1995). Cooperative Learning. London: Allyn and Bacon.
  • Slavin, R.E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43-69.
  • Smith, J., Brewer, D.M., & Heffner, T. (2003). Using portfolio assessment with young children who are at risk for school failure. Preventing School Failure, 48, 38-40.
  • Strom, R., & Strom, P. (1998). Student participation in the evaluation of cooperative learning. Community College Journal of Research & Practice, 22, 265. Retrieved October 31, 2007, from Academic Search Complete database.
  • Tigelaar, D., Dolmans, D., Wolfhagen, I., & Vleuten, C. (2005). Quality issues in judging portfolios: implications for organizing teaching portfolio assessment procedures. Studies in Higher Education, 30, 595-610.
  • Wiersma, W., & Jurs, S. (2005). Research Methods in Education. New York: Pearson Education Inc.
Year 2009, Volume: 5 Issue: 1, 53 - 66, 14.01.2013

Abstract

References

  • Apple, S.J. (2000). Clarifying the preschool assessment process: Traditional practises and alternative approaches. Early Childhood Education Journal, 27, 219-225.
  • Aseltine, J. (1993). Performance assessment: looking at the real achievement of middle level students. School in the Middle, 3, 27–30.
  • Barootchi, N., & Keshavarz, M.H. (2002). Assessment of achievement through portfolios and teacher-made tests. Educational Research, 44, 279-288.
  • Bolig, E., & Day, J. (1993). Dynamic assessment and giftedness: the promise of assessing training responsiveness. Roeper Review, 16, 110–13.
  • Coleman, L. (1994). Portfolio assessment: a key to identifying hidden talents and empowering teachers of young children. Gifted Child Quarterly, 38, 65–9.
  • Cook-Benjamin, L. (2001). Portfolio assessment: benefits, issues of implementation, and reflections on its use. Assessment Update, 13, 6-7.
  • Dutt-Doner, K. M., & Personett, C. (1997, March). Using portfolio to assess students in an undergraduate teacher education course: What did the students and instructor learn? Paper presented at the Annual Meeting of the American Educational Research Association Chicago. (ERIC Document Reproduction Service No. 410247).
  • Gilmand, D.A., & McDermott, M. (1994). Portfolio collections: an alternative to testing. Contemporary Education, 65, 73–6.
  • Gömleksiz, M. (1997). Kubaşık Öğrenme. Adana: Baki Kitabevi.
  • Güvenç, H., & Açıkgöz, K.Ü. (2007). The effects of cooperative learning and concept mapping on learning strategy use, Educational Sciences: Theory & Practice, 7, 117-127.
  • Hamp-Lyons, L., & Condon, W. (1993). Questioning assumptions about portfolios. College Composition and Communication, 44, 176–90.
  • Henkin, R. (1993). Emerging feminist themes found in graduate students’ portfolios written by women elementary school teachers. Action in Teacher Education, 15, 20–28.
  • Johnson, D,W., & Johnson, R.T. (1999). Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning. Boston, MA: Allyn and Bacon.
  • Johnson, D. W., & Johnson F. (2000). Joining Together: Group Theory and Skills. (7th ed.) Boston: Allyn and Bacon.
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report, Nr.4. Washington, DC: George Washington University.
  • Kagan, S. (1994). Cooperative Learning. San Juan Capistrano: Kagan Cooperative Learning
  • Krause, S. (1996). Portfolios in teacher education: Effects of instruction on preservice teachers’ early comprehension of the portfolio process. Journal of Teacher Education, 47, 130-39.
  • Lambdin, D.V., & Walker, V.L. (1994). Planning for classroom portfolio assessment. Arithmetic Teacher, 41, 318–324.
  • Lin, E. (2006). Cooperative learning in the science classroom: A new learning model for a new year. The Science Teacher, 34-39.
  • Lucas-Lescher, M. (1995). Portfolios: Assessing Learning in the Primary Grades. Washington, D.C.: NEA Professional Library.
  • Lyn, E.L., & Struewing, N.A. (2000). Portfolio assessment in the inclusive early childhood classroom. Young Exceptional Children, 5, 2-10.
  • Madaus, G., & Kelleghant, T. (1993). The British experience with authentic testing. Phi Delta Kappan, 74, 458–69.
  • McManus, S.M., & Gettinger, M. (1996). Teacher and student evaluations of cooperative learning and observed interactive behaviours. The Journal of Educational Research, 90, 13-22.
  • Moss, P.M. (1994). Can there be validity without reliability?. Educational Research, 23, 5–12.
  • Muijs, D. (2004). Doing Quantitative Research in Education with SPSS. California: Sage Publications.
  • Quarstein, V.A., & Peterson, P.A. (2001). Assessment of cooperative learning: A goal-criterion approach. Innovative Higher Education, 26, 59-77.
  • Rushton, A. (2005). Formative assessment: A key to deep. Medical Teacher, 27, 509–513.
  • Slavin, R.E. (1995). Cooperative Learning. London: Allyn and Bacon.
  • Slavin, R.E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43-69.
  • Smith, J., Brewer, D.M., & Heffner, T. (2003). Using portfolio assessment with young children who are at risk for school failure. Preventing School Failure, 48, 38-40.
  • Strom, R., & Strom, P. (1998). Student participation in the evaluation of cooperative learning. Community College Journal of Research & Practice, 22, 265. Retrieved October 31, 2007, from Academic Search Complete database.
  • Tigelaar, D., Dolmans, D., Wolfhagen, I., & Vleuten, C. (2005). Quality issues in judging portfolios: implications for organizing teaching portfolio assessment procedures. Studies in Higher Education, 30, 595-610.
  • Wiersma, W., & Jurs, S. (2005). Research Methods in Education. New York: Pearson Education Inc.
There are 33 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Mehmet Taşdemir This is me

Adem Taşdemir This is me

Kasım Yıldırım

Publication Date January 14, 2013
Submission Date December 14, 2012
Published in Issue Year 2009 Volume: 5 Issue: 1

Cite

APA Taşdemir, M., Taşdemir, A., & Yıldırım, K. (2013). İŞBİRLİKLİ ÖĞRENME SÜRECİNDE KULLANILAN PORTFOLYO DEĞERLENDİRMESİNİN ÖĞRENCİ BAŞARISI ÜZERİNE ETKİSİ). Eğitimde Kuram Ve Uygulama, 5(1), 53-66.