Reliability of Scores Obtained from Self-, Peer-, and Teacher-Assessments on Teaching Materials Prepared by Teacher Candidates

Abstract

(ProQuest: ... denotes formulae omitted.)Expected learning outcomes required by the 21st-century education system are critical thinking, problem solving, communication skills, active learning, participation, social interaction, self-monitoring, and self-regulation, as well as providing students with these skills (Greeno, Collins, & Resnick, 1996, p. 135, as citied in Sung, Chang, Chang, & Yu, 2010; Hack & Kendall, 2005; Sharma, 2000). This change in direction for learning outcomes affects teaching methods and in-class measurement and evaluation processes (Sung et al., 2010). The process of in-class measurement and evaluation, beyond just measuring knowledge, should have students actively participate in the assessment process. Students' ability to use knowledge when there is an issue, not just their knowledge, should be measured. In line with this, in-class measurements and evaluations should not only be knowledge-oriented, but also oriented towards participation, sharing, and social interaction.Looking at the higher education programs in Turkey, it is seen that measurement and evaluation is often conducted on whether or not the students have gained the relevant program behaviors and it is conducted mostly in the way the lecturer governs. However, as the National Qualifications Framework for Higher Education in Turkey (Council of Higher Education [Yuksekogretim Kurulu], 2010) states, there are a number of competencies that individuals need to earn, such as critically evaluating knowledge and skills related to one's field, being able to identify and direct learning needs, and taking responsibility as an individual and a team member. Thus, involving not only the class teacher but also the students in the assessment process has become more and more a widespread need. However, making formative assessments for determining students' learning shortcomings concerning vocational skills is also required in higher education. This is important because it determines learning shortcomings related to skills and provides feedback concerning students' strengths and weaknesses related to the skills they are to gain. In this respect, self- and peer-assessments are important in higher education programs, as they provide professional knowledge and skills by giving feedback on strengths and weaknesses related to a skill, make one responsible for their own learning as an individual or as a team member, provide individuals with active participation in assessment by supporting cooperation and communication.Self-assessment is when individuals judge their own learning. It is a method that provides students with an active role in determining their own learning. Selfassessment constitutes an important part of students' learning by contributing to their behavioral development. On the other hand, peer-assessment is when a student's work is assessed by their friends in accordance with specific criteria (Bound, Cohen, & Sampson, 1999, p. 103, as citied in Kutlu, Dogan, & Karakaya, 2010). Peer-assessment is a method for increasing responsibility among students. In peerassessments, students also learn how their works are graded while grading their friends (Poon, McNaught, Lam, & Kwan, 2009).Self/peer assessments play an important role in teacher-training programs. One important objective of teacher training and education science is to teach teacher candidates how to do assessments. Studies (Hughes & Large, 1993, p. 302, as citied in Cheng & Warren, 1999; Koc, 2011) show that self/peer assessments improve teacher candidates' academic performances and also support their occupational life by providing them with the experience of assessment. In teacher-training programs, having individuals perform self/peer assessments of their performances within the scope of the courses they take makes them familiar with these forms and provides them with the skill of using self/peer assessments as a prospective teacher. …