A contemporary approach to performance evaluation: Teacher portfolios<p>Performans değerlendirmesinde çağdaş bir yaklaşım: Öğretmen dosya değerlendirmesi
Keywords:
Performance evaluation, teacher, portfolio evaluation, higher education, Performans değerlendirme, öğretmen, dosya değerlendirmesi, yükseköğretimAbstract
The aim of this study is discussing teacher portfolio’s areas of usage, purposes, benefits and limits as audit approach. This study is a review article and it helps analyzing the evaluation of teacher portfolio. In this direction, the areas of usage of teacher portfolio has been examined and its benefits and limits has been tried to determined as a result of literature review. Portfolio is considered to be an approach used for the evaluation of only students. However, in many world countries, teacher portfolio is benefited from for the evaluation of teacher candidates in higher education. As a matter of fact, teacher file evaluation has a wide range of usage pre-service and in service. On the other hand, it is observed that this application is not common in terms of higher education in Turkey and enough amount of research has not been conducted on the application. Although this kind of attempts on the evalution of teacher candidates exist by Ministry of National Education, but effectiveness of it has not been evaluated. Therefore, it is crucial to determine in which situations teacher portfolio should be used, what evaluation criterion, benefits and limits are. It has been suggested that researchs should be conducted in order to be determined the efficiency in use of the approach applied by MoNE, and to be made improvements in this direction.
Extended English abstract is in the end of Full Text PDF (TURKISH) file.
Özet
Bu çalışmanın amacı, öğretmen dosya değerlendirmesinin (portfolyo) bir denetim yaklaşımı olarak kullanım alanlarını, amacını, faydaları ve sınırlılıklarını tartışmaktır. Makale bir derleme çalışması olup öğretmen dosya değerlendirmesinin analiz edilmesine yardımcı olmaktadır. Bu doğrultuda öğretmen dosya değerlendirmesinin kullanım alanları incelenmiş, faydaları ve sınırlılıkları alanyazın taraması neticesinde tespit edilmeye çalışılmıştır. Dosya değerlendirmesi, yalnızca öğrencilerin değerlendirilmesinde kullanılan bir yaklaşım olarak düşünülmektedir. Ancak dünyanın birçok ülkesinde, yükseköğretimde öğretmen adaylarının değerlendirilmesinde dosya değerlendirmesinden yararlanılmaktadır. Nitekim öğretmen dosya değerlendirmesinin hizmet öncesi ve içinde çok yaygın bir kullanım alanı bulunmaktadır. Buna karşın Türkiye’de yükseköğretim açısından bu uygulamanın yaygın olmadığı ve uygulama ile ilgili yeterli araştırmanın yapılmadığı görülmektedir. Aday öğretmenlerin değerlendirilmesinde ise Milli Eğitim Bakanlığının bu tür bir çalışmasının olduğu görülse de henüz etkililiği değerlendirilmemiştir. Bu nedenle öğretmen dosya değerlendirmesinin hangi durumlarda kullanılacağının, değerlendirme ölçütlerinin neler olduğunun, fayda ve sınırlılıklarının belirlenmesi önemli görülmektedir. Bakanlık tarafından uygulanan bu yaklaşımının uygulamadaki etkililiğinin tespit edilmesi için araştırmaların yürütülmesi ve bu doğrultuda uygulamanın geliştirilmesi önerilmektedir.
Downloads
Metrics
References
Abrami, P. ve Barrett, H. (2005). Directions for research and development on electronic portfolios. Canadian Journal of Learning and Technology 31(3), 1–15.
Adamy, P. ve Milman, N. B. (2009). Evaluating electronic portfolios in teacher education. Charlotte: Information Age Publishing.
Allan, C. ve Cleland, B. (2012). Embedding eportfolios in teacher education: Lessons from a multi-year implementation. Future Challenges, Sustainable Futures, 197-201.
Antonek, J. L., McCormick, D. E. ve Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. The Modern Language Journal, 81(1), 15-27.
Attia, M. A. (2010). Student teachers' perceptions about the e-portfolio as a performance assessment tool. European Conference on Information Management and Evaluation. Academic Conferences International Limited.
Aydın, İ. (2013). Öğretimde denetim: Durum saptama değerlendirme ve geliştirme (4. Baskı). Ankara: Pegem Akademi.
Barrett, H. C. (2000). Create your own electronic portfolio. Learning and Leading with Technology, 27(7), 14-21.
Beck, R. J., Livne, N. L. ve Bear, S. L. (2005). Teachers' self‐assessment of the effects of formative and summative electronic portfolios on professional development. European Journal of Teacher Education, 28(3), 221-244.
Benedict, A. E., Thomas, R. A., Kimerling, J. ve Leko, C. (2013). Trends in teacher evaluation: What every special education teacher should know. Teaching Exceptional Children, 45(5), 60
Bird, T. (1990). The school teacher’s portfolio: An essay on possibilities. Millman J. ve Darling-Hammond, L. (Yay. Haz.), The new handbook of teacher evaluation:Assessing elementary and secondary teachers içinde (ss. 241–256). Newbury Park, CA: Sage Publications.
Bull, K. S., Montgomery, D., Coombs, L., Sebastian, J. ve Fletcher, R. (1994). Portfolio assessment ın teacher evaluation: A comparison of the perspectives of general and special educatıon administrators and teachers. Document Resume, 160-169.
Butler, P. (2006). A review of the literature on portfolios and electronic portfolios. 16 Mart 2016 tarihinde http://www.citeulike.org/group/2518/article/1277760 adresinden erişildi.
Cáceres, M. J., Chamoso, J. M. ve Azcárate, P. (2010). Analysis of the revisions that pre-service teachers of mathematics make of their own project included in their learning portfolio. Teaching and Teacher Education, 26(5), 1186-1195.
Challis, D. (2005). Towards the mature ePortfolio: Some implications for higher education. Canadian Journal of Learning and Technology, 31(3). 20 Nisan 2016 tarihinde http://www.cjlt.ca/index.php/cjlt/article/view/93/87 adresinden erişildi.
Chitpin, S. ve Simon, M. (2009). Even if no-one looked at it, it was important for my own development: Pre-service teacher perceptions of professional portfolios. Australian Journal of Education, 53(3), 277-293.
Danielson, C. ve McGreal, T. L. (2000). Teacher evaluation to enhance professional practice. Princeton: ASCD.
Darling, L. F. (2001). Portfolio as practice: The narratives of emerging teachers. Teaching and Teacher Education, 17(1), 107-121.
Darling-Hammond, L. ve Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16(5), 523-545.
Davis, J. ve Osborne, T. A. (2003). The language teacher's portfolio: A guide for professional development. Greenwood Publishing Group.
Deveci, H., Ersoy, A. F. ve Ersoy, A. (2006). Öğretmen eğitiminde portfolyo değerlendirmenin kullanımına ilişkin sınıf öğretmeni adaylarının görüşleri. Kuram ve Uygulamada Eğitim Bilimleri, 6(1), 161-199.
Dietz, M. (1995). Using portfolios as a framework for professional development. Journal of Staff Development, 16, 40–43.
Doolittle, P. (1994). Teacher portfolio assessment. Practical Assessment, Research & Evaluation, 4(1). 01 Nisan 2016 tarihinde http://PAREonline.net/getvn.asp?v=4&n=1 adresinden erişildi.
Duffy, M. L., Jones, J. ve Thomas, S. W. (1999). Using portfolios to foster independent thinking. Intervention in School and Clinic, 35(1), 34-37.
Fallon, M. A. ve Watts, E. (2001). Portfolio assessment and use: Navigating uncharted territory. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 24(1), 50-57.
Fontana, J. (1995). Portfolio assessment: Its beginnings in Vermont and Kentucky. NASSP Bulletin, 79(573), 25-30.
Gelfer, J., ‘O’Hara, K., Krasch, D. ve Nguyen, N. (2015). Teacher portfolios: an effective way to assess teacher performance and enhance learning. Early Child Development and Care, 185(9), 1495-1503.
Gellman, E. S. (1993) The use of portfolios in assessing teacher competence: measurement issues. Action in Teacher Education, 14(4), 39-44.
Graham, B. (1993). New directions in portfolio assessment: Assessing the assessors. 21 Nisan 2016 tarihinde http://eric.ed.gov/?id=ED355537 adresinden erişildi.
Granberg, C. (2010). E‐portfolios in teacher education 2002–2009: the social construction of discourse, design and dissemination. European Journal of Teacher Education, 33(3), 309-322.
Gül, İ., Türkmen, F. ve Aksel, N. (2017). Aday öğretmen görüşlerine göre aday öğretmen yetiştirme sürecinin değerlendirilmesi. Hitit Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(1), 365-388.
Karakuş, M. (2010). Çağdaş denetim yaklaşımları. Journal of Social Science, 20(2), 18-200.
Külekçi, E. ve Bulut, L. (2010). Türkiye ve ABD’deki Öğretmen Yetiştirme Sistemlerinin Karşılaştırılması. International Conference on New Trends in Education and Their Implications, 11-13.
Learning and Teaching Center (2010). Evaluation of faculty teaching: methods of evaluation: teaching portfolios. 16 Mart 2016 tarihinde https://www.udayton.edu/ltc/_resources
/writing/assessment_resources/Teaching_Portfolios.pdf adresinden erişildi.
Lengeling, M. M. (1996). The use of portfolios for teacher evaluation. 16 Mart 2016 tarihinde http://eric.ed.gov/?id=ED399819 adlı siteden erişildi.
Meyer, D. K. ve Tusin, L. F. (1999). Preservice teachers' perceptions of portfolios: Process versus product. Journal of Teacher Education, 50(2), 131-139.
Moss, P. A., Schutz, A. M. ve Collins, K. M. (1998). An integrative approach to portfolio evaluation for teacher licensure. Journal of Personnel Evaluation in Education, 12(2), 139-161.
Mues, F. ve Sorcinelli, M. D. (2000). Preparing a Teaching Portfolio. 16 Mart 2016 tarihinde http://oeruniversitas.com/images/e/ea/Teaching_portfolio.pdf adresinden erişildi.
Oakley, K. (1998). The performance assessment system: A portfolio assessment model for evaluating beginning teachers. Journal of Personnel Evaluation in Education, 11(4), 323-341.
Pearlman, M. (2008). The design architecture of NBPTS certification assessments. Ingvarson, L. ve Hattie, J. (Yay. Haz.), Assessing teachers for professional certification: The first decade of the national board for professional teaching Standards içinde (ss. 55-93). İngiltere: Emarald Group Publishing.
Pelletier, C. M. (1994). Teacher portfolio: reflection in action: An alternative to traditional teacher evaluation, and creating teacher portfolios. The Dallin School Project.
Peterson, K. D. (2002). Teacher evaluation: A comprehensive guide to new directions and practices. California: Corwin Press.
Reis, N. K. ve Villaume, S. K. (2002). The benefits, tensions, and visions of portfolios as a wide-scale assessment for teacher education. Action in Teacher Education, 23(4), 10-17.
Resmi Gazete (2015). Millî Eğitim Bakanlığı Öğretmen Atama ve Yer Değiştirme Yönetmeliği. 25 Nisan 2017 tarihinde http://www.resmigazete.gov.tr/eskiler/2015/04/20150417-4.htm adresinden erişildi.
Rodriguez-Farrar, H. B. (2006). The Teaching portfolio: A handbook for faculty, teaching assistants and teaching fellows. 05 Nisan 2016 tarihinde https://www.brown.edu/about/administration/sheridancenter/sites/brown.edu.about.administration.sheridan-center/files/uploads/TeachingPortfolio.pdf adlı siteden erişildi.
Seldin, P. ve Miller, J. E. (2009). The academic portfolio: a practical guide to documenting teaching, research, and service. San Francisco: John Wiley & Sons.
Seldin, P., Miller, J. E. ve Seldin, C. A. (2010). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. San Francisco: John Wiley & Sons.
Shulman, L. (1988). A union of insufficiencies: Strategies for teacher assessment in a period of reform. Educational Leadership, 46, 36–41.
Smith, K. ve Tillema, H. (2003). Clarifying different types of portfolio use.Assessment & Evaluation in Higher Education, 28(6), 625-648.
Stefani, L., Mason, R. ve Pegler, C. (2007). The educational potential of e-portfolios: Supporting personal development and reflective learning. Londra: Routledge.
Sullivan, S. ve Glanz, J. (2000). Alternative approaches to supervision: cases from the field. The Journal of Curriculum and Supervision, 15(3), 212–235.
Terry, G. L. ve Eade, G. E. (1983). The portfolio process: new roles for meeting challenges in professional development. 25 Nisan 2016 tarihinde http://eric.ed.gov/?id=ED229342 adresinden erişildi.
Tigelaar, D. E., Dolmans, D. H., De Grave, W. S., Wolfhagen, I. H. ve Van Der Vleuten, C. P. (2006). Participants' opinions on the usefulness of a teaching portfolio. Medical Education, 40(4), 371-378.
Tucker, P. D., Stronge, J. H., Gareis, C. R. ve Beers, C. S. (2003). The efficacy of portfolios for teacher evaluation and professional development: Do they make a difference?. Educational Administration Quarterly, 39(5), 572-602.
Urhan, İ. (2013). Türkçe öğretmeni adaylarının yansıtıcı düşünme ile öğretmen öz yeterlik algısı arasındaki ilişkisinin incelenmesi (Niğde üniversitesi örneği). Yayımlanmamış yüksek lisans tezi, Niğde Üniversitesi, Türkçe Eğitimi Anabilim Dalı, Türkçe Eğitimi Bilim Dalı.
Wade, R. C. ve Yarbrough, D. B. (1996). Portfolios: A tool for reflective thinking in teacher education?. Teaching and Teacher Education, 12(1), 63-79.
Wade, A., Abrami, P. ve Sclater, J. (2005). An electronic portfolio to support learning. Canadian Journal of Learning and Technology, 31(3).
Wolf, K., Linchtensein, G. ve Stevenson, C. (1997). Portfolios in teacher evaluation. 21 Nisan 2016 tarihinde http://files.eric.ed.gov/fulltext/ED409378.pdf adresinden erişildi.
Wolf, K. ve Dietz, M. (1998). Teaching portfolios: Purposes and possibilities. Teacher Education Quarterly, 9-22.
Wolf, K. (2006). Portfolios in teacher evaluation. In Stronge, J. H. (Ed.) Evaluating teaching: A guide to current thinking and best practice (2. Baskı) (ss. 168-184). California: Corwin Press.
Xu, J. (2003). Promoting School-Centered Professional Development through Teaching Portfolios A Case Study. Journal of Teacher Education, 54(4), 347-361.
Yorulmaz, M. (2006). İlköğretim kademesinde görev yapan sınıf öğretmenlerinin yansıtıcı düşünmeye ilişkin görüş ve uygulamalarının değerlendirilmesi: Diyarbakır ili örneği. Yayımlanmamış yüksek lisans tezi, Fırat Üniversitesi, Sosyal Bilimler Enstitüsü.
Zeichner, K. ve Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and teacher education, 17(5), 613-621.
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Authors can retain copyright, while granting the journal right of first publication. Alternatively, authors can transfer copyright to the journal, which then permits authors non-commercial use of the work, including the right to place it in an open access archive. In addition, Creative Commons can be consulted for flexible copyright licenses.
©1999 Creative Commons Attribution-ShareAlike 4.0 International License.
