Classroom assessment model suggestion for community service practices course: PROFESS T

Abstract

Community service practices course is a compulsory course aims to provide pre-service teachers with a sense of social responsibility theoretically and practically, and aims to develop cooperation, collaboration, effective communication and self-assessment skills during practice. In the context of current studies, the measurement and assessment system of the course should include process assessment, the introduction of the assessment system at the beginning of the lesson, presenting a standard assessment tool example, individual assessment as well as group assessment, use of alternative assessment tools. This study aims to examine the opinions of social studies pre-service teachers regarding an exemplary classroom assessment model developed for the community service practices course. In this context, the action research method, one of the qualitative research methods, was used in the research. Fifteen social studies pre-service teachers participated in the study. The data were collected through a semi-structured interview form and analyzed with the descriptive analysis technique. As a result of the study, an example of a classroom assessment model, in which each one is a significant component, has emerged for pre-service social studies teachers within the scope of the CSP course. The name of this model is PROFESS T. PROFESS T is a classroom assessment tool derived from the words processfolio (PRO), formative evaluation (FE), service-learning (S), self-assessment (S), and transparency (T). It also means professional transparency. In evaluations, it means “we are not transparent; we must be transparent.”