Effects of Video-Supported Web-Based Peer Assessment on Microteaching Applications: Computer Teacher Candidates Sample
Affiliation(s)
Departmentof Computer and Instractional Technology, University of Marmara, Istanbul, Turkey.
Departmentof Computer and Instractional Technology, University of Marmara, Istanbul, Turkey.
ABSTRACT
The aim of this study was to analyze the effects of the web-based system used for the development of teaching skills of the teacher candidates. In the research, the effects of the web-based system on the teaching performances of the teacher candidates and development of their peer assessment skills were tested, and their opinions on the practice were determined. In the study where experimentation model was used, qualitative and quantitative research techniques were employed, and the study was conducted with two working groups, namely those who used the web-based system outside the course hours and those who did not use the web-based system outside the course hours. The results of the research emphasized that the experiment group who took web-supported training was more successful than the control group in terms of teaching performance, and was more consistent in peer assessments.
The aim of this study was to analyze the effects of the web-based system used for the development of teaching skills of the teacher candidates. In the research, the effects of the web-based system on the teaching performances of the teacher candidates and development of their peer assessment skills were tested, and their opinions on the practice were determined. In the study where experimentation model was used, qualitative and quantitative research techniques were employed, and the study was conducted with two working groups, namely those who used the web-based system outside the course hours and those who did not use the web-based system outside the course hours. The results of the research emphasized that the experiment group who took web-supported training was more successful than the control group in terms of teaching performance, and was more consistent in peer assessments.
KEYWORDS
Web-Supported Training; Microteaching; Peer Assessment; Teachers’ Training; Video Recording
Web-Supported Training; Microteaching; Peer Assessment; Teachers’ Training; Video Recording
Cite this paper
Kavas, G. & Özdener, N. (2012). Effects of Video-Supported Web-Based Peer Assessment on Microteaching Applications: Computer Teacher Candidates Sample. Creative Education, 3, 1221-1230. doi: 10.4236/ce.2012.37181.
Kavas, G. & Özdener, N. (2012). Effects of Video-Supported Web-Based Peer Assessment on Microteaching Applications: Computer Teacher Candidates Sample. Creative Education, 3, 1221-1230. doi: 10.4236/ce.2012.37181.
References
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[1] Anderson, R. S., & DeMeulle, L. (1998). Portfolio use in twenty-four teacher education programs. Teacher Education Quarterly, 25, 23- 32. [2] Ballantyne, R., Hughes, K., & Mylonas, A. (2002). Developing procedures for implementing peer assessment in large classes using an action research process. Assessment and Evaluation in Higher Education, 27, 427-441. doi:10.1080/0260293022000009302 [3] Boud, D. (1991) Implementing student self-assessment. Campbelltown: Higher Education Research and Development Society of Australia Inc. [4] Boud, D., & Holmes, H. (1995) Self and peer marking in a large technical subject. In D. Boud (Ed.), Enhancing learning through self assessment. London: Kogan Page Ltd. [5] Ceyhun, I., & Karag?lge, Z. (2002) Kimya e?itiminde tezsiz yüksek lisans ??rencileri ile mikro??retim. Proceedings of V.UFBMEK Conference, URL (last checked 18 May 2012). http://www.fedu.metu.edu.tr/ufbmek-5/b_kitabi/b_kitabi.htm [6] Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8, 1. http://olam.ed.asu.edu/epaa/v8n1 [7] Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16, 523-545. [8] Davies, P. (2000). Computerized peer assessment. Innovations in Education and Teaching International, 37, 346-355. [9] Falchikov, N. (2001). Learning together: Peer tutoring in higher education. London: Routledge Falmer. [10] Fernandez, M. L. (2005). Learning through microteaching lesson study in teacher preparation. Action Teacher Education, 26, 37-47. doi:10.1080/01626620.2005.10463341 [11] Freeman, M. (1995). Peer assessment by groups of group work. Assessment and Evaluation in Higher Education, 20, 289-299. doi:10.1080/0260293950200305 [12] Frederiksen, J. R., White, B. Y., & Shimoda, T. A. (1999). Enabling students to construct theories of collaborative inquiry and reflective learning: Computer support for metacognitive development. International Journal of Artificial Intelligence in Education, 10, 151-182. [13] Gibbs, G. (1981) Teaching students to learn: A student-centred approach. Philadelphia: Open University Press. [14] Gibbs, G., Habeshaw, S., & Habeshaw, T. (1995) 53 interesting ways to assess your students. Bristol: Technical and Educational Services. [15] Hanrahan, S. J., & Isaacs, G. (2001) Assessing self and peer assessment: The students’ views. Higher Education Research and Development, 20, 53-70. doi:10.1080/07294360123776 [16] Hughes, I. E., & Large, B. J. (1993). Staff and peer-group assessment of oral communication skills. Studies in Higher Education, 18, 379- 385. doi:10.1080/03075079312331382281 [17] Jaques, D. (1991) Learning in Groups (2nd ed.), London: Kogan Page. [18] Kilic, G. B., & Cakan, M. (2007). Peer assessment of elementary science teaching skills. Journal of Science Teacher Education, 18, 91- 107. doi:10.1007/s10972-006-9021-8 [19] Kpanja, E. (2001). A study of the effects of video tape recording in microteaching training. British Journal of Educational Technology, 32, 483-486. doi:10.1111/1467-8535.00215 [20] Kwan, K., & Leung, R. (1996). Tutor versus peer group assessment of student performance in a simulation training exercise. Assessment and Evaluation in Higher Education, 21, 205-215. doi:10.1080/0260293960210301 [21] Lejk, M., & Wyvill, M. (2001). The effect of the inclusion of selfassessment with peer assessment of contributions to a group project: A quantitive study of secret and agreed assessments. Assessment & Evaluation in Higher education, 26, 551-561. doi:10.1080/02602930120093887 [22] Magin, D., & Helmore, P. (2001). Peer and teacher assessments of oral presentation skills: How reliable are they? Studies in Higher Education, 26, 287-298. doi:10.1080/03075070120076264 [23] McGourty, J., & De Meuse, K. (2000). The team developer: An assessment and skill building program. New York: J. Wiley and Company. [24] Porter, A., Youngs, P., & Odden, A. (2001). Advances in teacher assessments and their uses. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 259-297), Washington DC: AERA. [25] Schon, D. A. (1983) The reflective practitioner: How professionals think in action. San Francisco, Ca: Jossey-Bass. [26] Schon, D. A. (1987) Educating the reflective practitioner. San Francisco, Ca: Jossey-Bass. [27] Sluijsmans, D., Dochy, F., & Moerkerke, G. (1999). Creating a learning environment by using self-peer and co-assessment. Learning Environment Research, 1, 293-319. doi:10.1023/A:1009932704458 [28] Stefani, L. A. J. (1998), Assessment in partnership with learners. Assessment & Evaluation in Higher Education, 23 (4), 339-50. [29] Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68, 249-276. [30] Tsai, C.-C., Liu, E. Z.-F., Lin, S. S. J., & Yuan, S.-M. (2001). A Networked peer assessment system based on a vee heuristic. Innovations in Education & Teaching International, 38, 220-230. doi:10.1080/14703290110051415 [31] Wu, C.-C., & Lee, G. C. (2005). Use of computer-mediated communication in a teaching practicum course. International Journal of Science and Mathematics Education, 2, 511-528. doi:10.1007/s10763-004-2892-2 [32] Wu, C.-C., & Kao, H.-C. (2008). Streaming videos in peer assessment to support training pre-service teachers. Educational Technology & Society, 11, 45-55.