The effect of feedback and self-assessment on students’ reading comprehension success

Özen Yıldırım; Seval Kartal; Ömer Kutlu; İbrahim Çiçekdemir; Dilek Akduman; Ayşen Ergün; Derya Hocek; Işıl Karcılı

Makale detayları

The effect of feedback and self-assessment on students’ reading comprehension success

Yazarlar:

Özen Yıldırım | Seval Kartal | Ömer Kutlu | İbrahim Çiçekdemir | Dilek Akduman | Ayşen Ergün | Derya Hocek | Işıl Karcılı

Yayıncı:

Kocaeli University

Ana Başlıklar:

Sınıfiçi Ölçme Uygulamaları

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.7 Issue 1, pp.143-170

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001318684

pISSN:

2636-8846

Anahtar kelimeler:

Özet:

 Reading comprehension is one of the basic skills that affect students success in their personal lives as well as their academic lives. It is emphasized that this skill should be supported starting from the early stages. In the study, it was assumed that the involvement of both the student and the teacher in the formative assessment in the classroom would increase the students reading comprehension skills. Therefore, the effect of a formative assessment process that emphasizes self-assessment and feedback on students reading comprehension skills was examined. The two different experimental groups were selected for 4th, 5th, and 6th grades. The study group consisted of 258 students. In the experimental process in one of the experimental groups, both self-assessment and feedback practices were emphasized, while only teachers feedback practices were included in the other experimental group. In the control groups, no special treatment was applied, and the usual course was continued. Data were collected using reading comprehension achievement tests and holistic rubrics developed to assess achievement on these tests. Descriptive statistics and two-factor mixed measures ANOVA were used to examine the difference between the pre-test and post-test. According to the results, the post-tests of all experimental groups that received teacher feedback on student responses were higher and significant than the pre-tests. It was observed that the applied procedure was more effective at lower grade levels. It was also determined that teachers in lower grades conducted self-assessment and feedback sessions more effectively than teachers in higher grades. When the control groups were analyzed, it was observed that the performance of some of the students decreased over time. According to the results obtained, it is recommended that teachers should monitor students reading comprehension skills through descriptive feedback and self-assessment activities and create environments that will enable students to monitor their own performance.

 Reading comprehension is one of the basic skills that affect students success in their personal lives as well as their academic lives. It is emphasized that this skill should be supported starting from the early stages. In the study, it was assumed that the involvement of both the student and the teacher in the formative assessment in the classroom would increase the students reading comprehension skills. Therefore, the effect of a formative assessment process that emphasizes self-assessment and feedback on students reading comprehension skills was examined. The two different experimental groups were selected for 4th, 5th, and 6th grades. The study group consisted of 258 students. In the experimental process in one of the experimental groups, both self-assessment and feedback practices were emphasized, while only teachers feedback practices were included in the other experimental group. In the control groups, no special treatment was applied, and the usual course was continued. Data were collected using reading comprehension achievement tests and holistic rubrics developed to assess achievement on these tests. Descriptive statistics and two-factor mixed measures ANOVA were used to examine the difference between the pre-test and post-test. According to the results, the post-tests of all experimental groups that received teacher feedback on student responses were higher and significant than the pre-tests. It was observed that the applied procedure was more effective at lower grade levels. It was also determined that teachers in lower grades conducted self-assessment and feedback sessions more effectively than teachers in higher grades. When the control groups were analyzed, it was observed that the performance of some of the students decreased over time. According to the results obtained, it is recommended that teachers should monitor students reading comprehension skills through descriptive feedback and self-assessment activities and create environments that will enable students to monitor their own performance.

 Reading comprehension is one of the basic skills that affect students success in their personal lives as well as their academic lives. It is emphasized that this skill should be supported starting from the early stages. In the study, it was assumed that the involvement of both the student and the teacher in the formative assessment in the classroom would increase the students reading comprehension skills. Therefore, the effect of a formative assessment process that emphasizes self-assessment and feedback on students reading comprehension skills was examined. The two different experimental groups were selected for 4th, 5th, and 6th grades. The study group consisted of 258 students. In the experimental process in one of the experimental groups, both self-assessment and feedback practices were emphasized, while only teachers feedback practices were included in the other experimental group. In the control groups, no special treatment was applied, and the usual course was continued. Data were collected using reading comprehension achievement tests and holistic rubrics developed to assess achievement on these tests. Descriptive statistics and two-factor mixed measures ANOVA were used to examine the difference between the pre-test and post-test. According to the results, the post-tests of all experimental groups that received teacher feedback on student responses were higher and significant than the pre-tests. It was observed that the applied procedure was more effective at lower grade levels. It was also determined that teachers in lower grades conducted self-assessment and feedback sessions more effectively than teachers in higher grades. When the control groups were analyzed, it was observed that the performance of some of the students decreased over time. According to the results obtained, it is recommended that teachers should monitor students reading comprehension skills through descriptive feedback and self-assessment activities and create environments that will enable students to monitor their own performance.

 Okuduğunu anlama, öğrencilerin akademik yaşamlarının yanı sıra kişisel yaşamlarındaki başarılarını da etkileyen temel becerilerden biridir. Bu becerinin bireyin erken dönemlerinden itibaren desteklenmesi gerektiği vurgulanmaktadır. Araştırmada hem öğrencinin hem de öğretmenin sınıfta sürece dayalı değerlendirmeye dahil olmasının öğrencinin okuduğunu anlama becerisini artıracağı hipotezinden yola çıkılmıştır. Bu nedenle öz-değerlendirme ve geri bildirime önem veren biçimlendirici bir durum belirleme sürecinin öğrencilerin okuduğunu anlama becerileri üzerindeki etkisi incelenmiştir. 4., 5. ve 6. sınıflar için iki farklı deney grubu seçilmiştir. Çalışma grubu 258 öğrenciden oluşmaktadır. Deney gruplarından birindeki deneysel süreçte hem öz değerlendirme hem de geri bildirim uygulamalarına ağırlık verirken, diğer deney grubunda sadece geri bildirim uygulamalarına yer verilmiştir. Kontrol gruplarında özel bir işlem uygulanmamış olağan ders işlenişine devam edilmiştir. Veriler, okuduğunu anlama başarı testleri ve bu testlerdeki başarıyı değerlendirmek için geliştirilen bütüncül dereceli puanlama anahtarları kullanılarak toplanmıştır. Ön test ve son test arasındaki farkı incelemek için betimleyici istatistikler ve karışık ölçümler için iki faktörlü ANOVA kullanılmıştır. Elde edilen sonuçlara göre öğrenci yanıtlarına öğretmen geri bildirimi alan tüm deney gruplarının son test puanları, ön test puanlarına göre daha yüksek ve anlamlıdır. Uygulanan işlemin dördüncü sınıf düzeyi deney gruplarında daha etkili olduğu gözlenmiştir. Bu durum öğretmenlerin öz-değerlendirme ve geri bildirimleri üst sınıflardaki öğretmenlere göre daha etkili bir şekilde gerçekleştirmelerinden kaynaklı olabilir. Kontrol grupları incelendiğinde bazı grup performanslarının zaman içerisinde düştüğü gözlenmiştir. Elde edilen sonuçlara göre öğretmenlerin tanımlayıcı geri bildirim ve öz değerlendirme etkinlikleriyle öğrencinin okuduğunu anlama becerisini izlemesi ve öğrencinin kendi performansını izlemesini sağlayacak ortamlar yaratması önerilmektedir.

Makale detayları

The effect of feedback and self-assessment on students’ reading comprehension success

Yazarlar:

Özen Yıldırım | Seval Kartal | Ömer Kutlu | İbrahim Çiçekdemir | Dilek Akduman | Ayşen Ergün | Derya Hocek | Işıl Karcılı

Yayıncı:

Kocaeli University

Ana Başlıklar:

Sınıfiçi Ölçme Uygulamaları

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.7 Issue 1, pp.143-170

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001318684

pISSN:

2636-8846

reading comprehension

self-assessment

feedback

assessment

formative assessmentokuduğunu anlama

öz-değerlendirme

geribildirim

durum belirleme

biçimlendirici değerlendirme

Sayı

Makale detayları

Yazarlar: Özen Yıldırım | Seval Kartal | Ömer Kutlu | İbrahim Çiçekdemir | Dilek Akduman | Ayşen Ergün | Derya Hocek | Işıl Karcılı

Yayıncı: Kocaeli University

Ana Başlıklar: Sınıfiçi Ölçme Uygulamaları

Dergi: Kocaeli Üniversitesi Eğitim Dergisi Vol.7 Issue 1, pp.143-170

Belge Tipi: Makale

Yayın Tarihi: 5/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001318684

pISSN: 2636-8846

Sayı

Yazarlar:

Özen Yıldırım | Seval Kartal | Ömer Kutlu | İbrahim Çiçekdemir | Dilek Akduman | Ayşen Ergün | Derya Hocek | Işıl Karcılı

Yayıncı:

Kocaeli University

Ana Başlıklar:

Sınıfiçi Ölçme Uygulamaları

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.7 Issue 1, pp.143-170

Belge Tipi:

Makale

Yayın Tarihi:

5/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001318684

pISSN:

2636-8846