Özet:

The purpose of this research is to study the contribution of co-evaluation to the professional knowledge and skills of the teacher candidates. In the framework of the study, the opinions of the teachers candidates on co-evaluation were also examined. The research is designed using parallel patterns that approach the karma method. The study group consists of 35 teachers candidates who study in the Department of Social Information Education of a state university. Quantitative data of the research was collected with the Teaching Application Course, developed by Bektaş, Horzum and Ayvaz (2010) with the Scale of Teacher Candidate Evaluation of the Associate. Qualitative data is obtained from the reflective diaries that the participants prepared. The quantum data obtained in the study were analyzed while one-way variance analysis (ANOVA), the Kruskal Wallis test, Mann Whitney U test, Kendall's consistency ratio was calculated. Qualitative data is analyzed using visual analysis technique. The research finds that co-evaluation contributes to the professional knowledge and skills of teachers candidates, such as communication and evaluation, feedback, class preparation and class relating, and helps them see their missing and wrong sides and critical thinking. The opinions of the teacher candidates on the evaluation of the co-author were seen to be largely positive, and the evaluation was not objective. The study also found that the harmony between the ratings that the evaluators made to the group’s presentations was statistically meaningful, low and medium. The findings are discussed in the relationship of the area.

Özet:

The aim of this study is to examine the contribution of the peer assessment on preservice social studies teachers’ professional knowledge and skills. In addition, were investigated the opinions of preservice teachers on peer assessment. The research was conducted with convergent parallel design from mixed method approaches. The study group of the research is composed of 35 preservice teachers who are studying in Social Studies Education Department of a state university. Quantitative data were obtained by using the Peer Assessment Scale for Activities of Teaching Practice Course developed by the Bektaş, Horzum and Ayvaz (2010) while qualitative data were obtained by the reflective diaries which were prepared by the participants. Quantitative data were analyzed using one-way variance analysis (ANOVA), Kruskal Wallis test, Mann Whitney U test and Kendall’s concordance coefficient was computed. Descriptive analysis technique was applied to qualitative data. At the end of the research, it was determined that peer assessment contributed to the professional knowledge and skills of preservice teachers such as communicating and evaluating, feedback, preparing the lesson and associating the course. Moreover, it was found that peer assessment was useful for seeing their inadequate and incorrect aspects and to think critically. The opinions of preservice teachers on peer assessment were found to be highly positive, and were also reached negative opinions about the subject that assessment was not objective. Additionally, the study show that there was a statistically significant, low and medium degree of agreement between the scores of the assessors on the presentations of the groups. Findings are discussed within the context of literature.

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