Author :
Abstract
Alternatif değerlendirme formu olarak kullanılan portfolyolar öğrencilerin başarı ve bilgilerini ölçen bir derlemedir. Öğrenci merkezli yöntemlerin ve portfolyoya bağlı yararların sonucu olarak daha fazla öğretmen, öğrenci gelişimi ve değerlendirmesi için bu aracı kullanmaktadır. Bu ilgi sebebiyle, bu çalışma Türkiye’deki büyük bir devlet üniversitesindeki öğretmen ve öğrencilerin yabancı dil öğretimi sınıflarında kullanılan yazma portfolyoları hakkındaki görüşlerini incelemektedir. Ayrıca bu çalışma portfolyoların avantaj ve dezavantajlarının yanında portfolyoların öğrenme sürecindeki etkilerine dikkat çekmektedir. 12 öğretmen ve 100 öğrenci çalışmaya katkıda bulunmuştur. Tarama türü araştırma yöntemi kullanılmıştır ve anketler yoluyla hem öğretmen hem de öğrencilerden veriler toplanmıştır. İkili ve çoklu karşılaştırmalarda Kruskal Wallis ve Mann Whitney U testleri uygulanmıştır. Her iki anket de .707 (öğretmen) ve .722 (öğrenci) alpha değerleri ile güvenilir bulunmuştur. Araştırma, öğretmenlerin portfolyo ve portfolyonun dil öğrenimi üzerindeki etkisi hakkında olumlu görüşe sahip olduğunu göstermektedir. Sonuçlar portfolyonun bir çok avantajının olduğunu göstermesine rağmen, portfolyo kullanımının bazı dezavantajları da öğretmen ve öğrenciler tarafından tanımlanmıştır. Bulgular, öğretmenlerin portfolyoların öğrencilerin öğrenmelerine yardımcı olduğunu düşündüklerini, öğrencilerin ise portfolyoların dil öğrenimine yönelik etkilerinden emin olmadıklarını göstermektedir.
Keywords
Abstract
Used as an alternative form of assessment, portfolios are a collection of students’ work, which demonstrates students’ achievement and knowledge. As a result of learner-centered methodologies and benefits associated with portfolios more and more teachers are using them for learner development and assessment. Due to this interest, the current study investigates opinions of teachers and students towards using writing portfolios in language learning classrooms at a large state university in Turkey. The study focuses on advantages, disadvantages, and effects of writing portfolios on students’ learning process. 12 teachers and 100 prep-school students contributed to the study. Survey type research design is used and data were gathered both from teachers and students’ via questionnaires. For dual and multiple comparisons Kruskal Wallis and Mann Whitney U Tests were conducted. Both questionnaires were found reliable with .707 (teacher) and .722 (student) alpha values. The results showed that the majority of teachers have positive opinions and perceptions regarding portfolio keeping and its effects on language learning. However, the students were mostly dubious regarding the effects and benefits of portfolios. Although the research indicates a lot of advantages, some drawbacks of keeping portfolios were also identified by teachers’ and students’. The findings show that teachers think portfolios are helpful to students’ learning while students are uncertain about the effects of portfolios in learning English.
Keywords
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