An Examination of Early Childhood Teachers’ Views and Experiences on Assessment as Learning

Nursel Bektaş; Selda Aras

Makale detayları

An Examination of Early Childhood Teachers’ Views and Experiences on Assessment as Learning

Yazarlar:

Nursel Bektaş | Selda Aras

Yayıncı:

Bayburt University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.19 Issue 42, pp.2155-2174

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001319420

pISSN:

1307-1076

Anahtar kelimeler:

Özet:

 In recent years, assessment as learning, which is one of the formative assessment types, has attracted attention with its focus on the role of the child in the connection between learning and assessment. Assessment as learning which includes childrens awareness of their own learning processes, what they want to learn and how they learn, is a critical component for young childrens self-regulation and metacognition. This study examines preschool teachers views and self-reported experiences regarding assessment as learning. For this purpose, semi-structured interviews were conducted with ten preschool teachers, ensuring maximum diversity. The findings of this study were analyzed with the themes of feedback, questioning, self-assessment, and peer assessment. The results indicated that although teachers have various practices in the context of feedback and asking questions, they give a more limited place to self-assessment and peer assessment in their practices. Although there are differences in teachers experiences, providing support for some critical highlights regarding their practices is important for the effectiveness of assessment.

 In recent years, assessment as learning, which is one of the formative assessment types, has attracted attention with its focus on the role of the child in the connection between learning and assessment. Assessment as learning which includes childrens awareness of their own learning processes, what they want to learn and how they learn, is a critical component for young childrens self-regulation and metacognition. This study examines preschool teachers views and self-reported experiences regarding assessment as learning. For this purpose, semi-structured interviews were conducted with ten preschool teachers, ensuring maximum diversity. The findings of this study were analyzed with the themes of feedback, questioning, self-assessment, and peer assessment. The results indicated that although teachers have various practices in the context of feedback and asking questions, they give a more limited place to self-assessment and peer assessment in their practices. Although there are differences in teachers experiences, providing support for some critical highlights regarding their practices is important for the effectiveness of assessment.

 In recent years, assessment as learning, which is one of the formative assessment types, has attracted attention with its focus on the role of the child in the connection between learning and assessment. Assessment as learning which includes childrens awareness of their own learning processes, what they want to learn and how they learn, is a critical component for young childrens self-regulation and metacognition. This study examines preschool teachers views and self-reported experiences regarding assessment as learning. For this purpose, semi-structured interviews were conducted with ten preschool teachers, ensuring maximum diversity. The findings of this study were analyzed with the themes of feedback, questioning, self-assessment, and peer assessment. The results indicated that although teachers have various practices in the context of feedback and asking questions, they give a more limited place to self-assessment and peer assessment in their practices. Although there are differences in teachers experiences, providing support for some critical highlights regarding their practices is important for the effectiveness of assessment.

 Biçimlendirici değerlendirme türlerinden biri olan öğrenme olarak değerlendirme, öğrenme ve değerlendirme arasındaki bağlantıda öğrenenin rolüne odaklanmasıyla son yıllarda dikkat çekmektedir. Çocukların kendi öğrenme süreçlerine ilişkin farkındalıklarını, ne öğrenmek istediklerini ve nasıl öğrendiklerini içeren öğrenme olarak değerlendirme, çocukların öz-düzenleme ve üst-bilişsel becerileri için önemlidir. Bu çalışma, okul öncesi öğretmenlerinin öğrenme olarak değerlendirmeye ilişkin görüşlerini ve söyleme dayalı deneyimlerini incelemeyi amaçlamaktadır. Bu amaçla, maksimum çeşitlilik sağlanarak on okul öncesi öğretmeni ile yarı-yapılandırılmış görüşmeler yapılmıştır. Bu çalışmanın bulguları ile dönüt, soru sorma, öz değerlendirme ve akran değerlendirmesi temalarına ulaşılmıştır. Sonuçlar, öğretmenlerin dönüt ve soru sorma bağlamlarında çeşitli uygulamalarının olduğunu göztermekle birlikte, öz-değerlendirme ve akran değerlendirmesine daha az yer verdiklerini göstermektedir. Öğretmenlerin deneyimlerinde farklılıklar olsa da uygulamalarına ilişkin bazı kritik noktaların desteklenmesi, değerlendirmenin etkililiği açısından önemlidir.

Makale detayları

An Examination of Early Childhood Teachers’ Views and Experiences on Assessment as Learning

Yazarlar:

Nursel Bektaş | Selda Aras

Yayıncı:

Bayburt University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.19 Issue 42, pp.2155-2174

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001319420

pISSN:

1307-1076

Assessment as learning

assessment

early childhood education

early childhood teacher

formative assessmentÖğrenme olarak değerlendirme

değerlendirme

okul öncesi eğitim

okul öncesi öğretmeni

biçimlendirici değerlendirme

Sayı

Makale detayları

Yazarlar: Nursel Bektaş | Selda Aras

Yayıncı: Bayburt University

Ana Başlıklar: Okul Öncesi Eğitim

Dergi: Bayburt Eğitim Fakültesi Dergisi Vol.19 Issue 42, pp.2155-2174

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001319420

pISSN: 1307-1076

Sayı

Yazarlar:

Nursel Bektaş | Selda Aras

Yayıncı:

Bayburt University

Ana Başlıklar:

Okul Öncesi Eğitim

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.19 Issue 42, pp.2155-2174

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001319420

pISSN:

1307-1076