Peer Assessment and Active Learning Experiences of Social Studies Teacher Candidates

Abstract

The aim of this study is to determine the opinions of teacher candidates on how teacher efficiency should be through peer assessment and active learning. For this purpose, an implementation was performed on the presentation skills of the social studies teacher candidates at a state university. In the study group, there are 28 teacher candidates as 10 males and 18 females. The study was designed in the case study. For 9 weeks, 8 groups gave lessons and a general assessment was performed for 1 week. The teacher candidates, in groups of twos, made presentations in accordance with the class level related to the subjects included in the secondary school social studies program. The presentations are based on critical, empathetic, reflective and project-based thinking. As the data collection tool, preliminary and final assessment forms consisting of open-ended questions were distributed. During the process, the teacher candidates were asked to keep individual and group reflective diaries. The diaries were used to support the final assessment forms. The data were coded through content analysis and analyzed by using the NVIVO 12 program. The main theme in the findings obtained was coded in accordance with peer assessment and active learning. The main themes were determined as The Effect on Peer Relationships, The Effect of Being Assessed, The Effect on the Assessor, and The Effect of the Process. The Category, Code and Dimensions were also shaped according to the main themes. The findings of the reflective diaries support the final assessment. At the end of the process, teacher candidates stated that peer assessment made a positive contribution to them, their relationships with their peers were negatively affected sometimes and active learning contributed to their personal development, professional knowledge, and collaborative works.