A sample lesson design carried out with science teacher candidates for the use of a portfolio supported by the feedback process
The use of a portfolio supported by the feedback process
Abstract
It was aimed in this study to design a lesson, carried out with science teacher candidates, for the use of the portfolio based on the feedback process in the teaching of classroom assessment methods and to reveal the applicability of this lesson. In this study, carried out using qualitative research methods, an action research design was used. A total of 12 science teacher candidates were the participants of the study. The study was conducted in the Assessment of Classroom Learning elective lesson. Data in this study were obtained from reflective writings of the teacher candidates and interviews conducted with them. Content analysis and descriptive analysis methods were used in the analysis of the study data. As a result of the study, the lesson designed to teach in-class assessment methods was found to be effective and beneficial by the teacher candidates, and in particular, the feedback given to them was noted to be effective in assisting them to see their own mistakes and correct these mistakes and they reported seeing the improvement in themselves throughout the portfolio process. The study, which was carried out by using a portfolio supported by feedback, presented an exemplary lesson model that can be used in the teaching of classroom assessment methods.
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