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Eğitim Yönetiminde Alternatif Denetim Yaklaşımı: Öğretmen Portfolyosu Değerlendirme

Yıl 2019, Cilt: 1 Sayı: 1, 49 - 62, 26.07.2019

Songül Demirkan

Öz

Öğretmenin eğitim sisteminin tüm paydaşlarıyla
etkileşim içinde olduğu söylenebilir. Öğretmenin etki alanı, öğrenciden
başlayarak eğitim kurumunun dış çevresini ve toplumu etkileyen sonuçlara
götürebilir. Öğretmen portfolyosu değerlendirme, öğretmenin etkileme gücünün
etkin kullanımını sağlayabilecek alternatiflerden biri olarak
nitelendirilebilir. Zira öğretmen portfolyosu değerlendirme mesleki gerekliliklerin
yerine getirilme, mesleğe adanmışlık düzeyine dair bir çerçeve sunmaktadır.
Böylelikle öğretmen portfolyosu değerlendirme mesleğe hazırlık ve mesleki
hayatında öğrenme, gelişim ve performansının sistematik olarak ele alınmasını,
gelişime açık yönlerin ortaya konulmasını ve geliştirilmesi gibi
fırsatlar sunmaktadır. Bu çalışma ile portfolyo değerlendirmesinden
yararlanarak öğretmenlerin etki alanlarını doğru ve etkili kullanabilmeleri
amaçlanmaktadır. Bu amaçla öncelikle portfolyo ve öğretmen değerlendirme
portfolyoları hakkında, daha sonra ise öğretmen porfolyosu değerlendirme
hakkında detaylı bilgi verilmiştir.

Anahtar Kelimeler

Eğitim Denetimi Öğretmen Portfolyosu

Kaynakça

  • Abrami, P. ve Barrett, H. (2005). Directions for research and development on electronic portfolios. Canadian Journal of Learning and Technology 31(3), 1–15.
  • Allan, C. ve Cleland, B. (2012). Embedding eportfolios in teacher education: Lessons from a multi-year implementation. Future Challenges, Sustainable Futures, 197-201.
  • Anderson, R. S. and L. DeMeulle (1998). Portfolio use in twenty-four teacher education programs. Teacher Education Quarterly, 25 (1), 23-31.
  • Antonek, J L.; Mccormick D. E. and R. Donato. (1997). The student teacher portfolio as autobiography: developing a professional identity.The Modern Language Journal, 81 (1), 15-27.
  • Ashford, A. N. (2002). Perspectives of portfolio participants: the impact of the portfolio experience on teacher’s Professional development. Hawaii University, USA.
  • Athanases, S. Z. (1994). Teachers’ reports of the effects of preparing portfolios of literacy instruction. The Elementary School Journal, 94 (4), 421-439.
  • Aydın, İ. (2014). Öğretimde Denetim. Ankara: Pegem Akademi.
  • Bahçeci, D. (2009). Portfolyo değerlendirmenin sınav kaygısı, çalışma davranışı ve tutum üzerine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10 (1), 169-182.
  • Baker, R. and A. Christie (2005). Can digital teaching portfolios become a tools for technology integration. Proceedings of Society for Information Technology & Teacher Education International Conference, Crawford.
  • Bal, A. P. (2012). Teacher candidates’ point of views about portfolio preparition (Turkey setting). Çukurova Unıversity Faculty of Education Journal, 41 (2), 87-102.
  • Bahçeci, D. ve M. Kuru (2008). Portfolyo Değerlendirmenin Üniversite Öğrencilerinin Öz-Yeterlik Algısı ve Yaşam Becerileri Üzerine Etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 9 (1), 97-111.
  • Brogan, B. R. (1995). The case for teacher portfolios. The Annual Meeting of The American Association of Colleges for Teacher 12-15 Şubat 1995. Speeches/Conference Papers. Washington DC: EDRS.
  • Campbell, M. R.; Brummett V. M. (2002). Professional teaching portfolios: for pros and preservice teachers alik. Music Educators Journal, 89 (2), 25-30.
  • Demir S. (2012). Öğretmen eğitimi bağlamında bir öğrenme ve değerlendirme yöntemi olarak portfolyo. Sosyal Bilimler Enstitü Dergisi, 32,237-259.
  • Doolittle P. (1994). Teacher portfolio assessment. Practical Assesment, Research & Evaluation, 4 (1), 1-3.
  • Fitch, D., Reed, B. G., Peet M. and R. Tolman (2008). The use of eportfolios in evaluating the cirriculum and student learning. Journal of Social Work Education. 44 (3), 37-54.
  • Hurst, B., Wilson, C., and G. Caremer (1998). Professional teaching portfolios: Tools for reflection, growth, andadvancement, Phi Delta Kappan, 79, 578-582.Kan, A. (2003). Öğretmen portfolyoları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 19, 42-46.
  • KERA (Kentucy Education Reform Act) 1996- A Review of Research on the Kentucky Education Reform Act 1995 (KERA).
  • Morgan, M. (1999). Portfolios in apreservice teacher field-based program: evolution of a rubric for performance assesment. Education, 3,416-423.
  • McMillan, J. H. (2007). Classroom Assessment: Principles and Practice for effective standarts-based instruction (4th edition), the USA: Allyn and Bacon.
  • Oakley, K. (1998). The performance assessment system: A portfolio assessment model for evaluating beginning teachers. Journal of Personnel Evaluation in Education, 11, 323-341.
  • Ok, A.; Erdoğan M. (2010). Prospective teachers’ perceptions on different aspects of portfolio. Asia Pasific Education Review, 11, 301-310.
  • Öncü H. (2009). Ölçme ve değerlendirmede yeni bir yaklaşım: portfolyo değerlendirme. TSA, 13 (1), 104-130.
  • Perkins, P. G. and J. I. Gelfer (1993). Portfolio assesment of teachers. The Clearing House, 66 (4), 235-237.
  • Poumay, M. (2007). The teaching portfolio as a tool for professional development in higher education. Assesment Design For Leaner Responsibility, 41, 29-31.
  • 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.
  • Rolheiser, C.; Bower B and L. Stevahn (2000). The Portfolio Organizer Succeeding with Portfolios in Your Classroom. USA: Association for Supervision and Curriculum Development.
  • Sandford, B. A.; Hsu Chia-Chien (2013). Alternative assesment and portfolios: review, reconsider and revitalize. International Journal of Social Science Studies, 1 (1), 215-222.
  • Seldin, P. (2004). The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions. Anker Publishing.
  • Stefani, L., Mason, R. ve Pegler, C. (2007). The educational potential of e-portfolios: Supporting personal development and reflective learning. London: Routledge
  • Stone, B. A. (1998). Problems, pitfalls and benefits of portfolios. Teacher Education Quarterly, 25 (1), 105-114.
  • Stowell, L. P.; McDaniel J. E.; Rios F. A. and M. G. Kelly (1993). Casting wide tne net: portfolio assesment in teacher education Middle School Journal,25 (2), 61-67.
  • Sunstein, B. S.; Potts J. P. (1998). Literacy stories extended: of reflection and teachers’ portfolios. Teacher Education Quarterly, 25 (1), 61-72.
  • Taş, S.; Cengizhan L. (2013). Teacher portfolios are on stage for Professional development: a qualitative case study. Social Sciences Research Journal, 2, 1-14.
  • Tezci, E.; Demirli C. (2004). Bir performans değerlendirme modeli: bireysel gelişim dosyası. XIII Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004 inönü Üniversitesi, Eğitim Fakültesi, Malatya -KURULTAY.
  • Thistlethwaite L. L., Ferree A. M, Radcliffe R. A., Higginson B. C. And J. A. Miller (2000). Investing in portfolio assessment. Literacy at a New Horizon, 21 (1), 99-113.
  • Tucker, P. D., Stronge, J. H. Gareis, C. R. ve C. S. Beers (2003). The efficacy of portfolios for teacher evaluation and professional development: Do they make a difference? Educational Administration Quartely, 39 (5), 572-602.
  • Usta, S.; Çığır-Dikyol D. ve E. İnce. (2010). The alternative evaluation tools choosen by social and science teacher candidates. Social and Behavioral Sciences, 28 (4), 3457-3462.
  • Vergiliel Tüz, M. (2003). Kariyer planlamasında yeni yaklaşımlar. Uludağ Üniversitesi Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi, 4 (4), 169-176.
  • Yaşar, B. (2010). Sınıf öğretmenlerinin portfolyo değerlendirme sürecine ilişkin görüşleri (Balıkesir ili örneği). Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü, Balıkesir.
  • Yi, K. P.; Aung T. (2011). Effectiveness of portfolio in classroom assesment: language learning. Yangon Institute of Education Research Journal, 3 (1), 1-14.
  • Williams, E. (2002). Assessing teacher compentencies with the audiovisual portfolio. Educational Leadership, 3 (1), 246-247.
  • Wolf, K.; Dietz M. (1998). Teaching portfolios: purposes and possibilities. Teacher Education Quarterly, 25 (1), 9-22.
  • Wolf, K.; Lichtenstein G.; Bartlett E. and D. Hartman (1996). Professional development and teaching portfolios: the douglas county outstanding teacher program. Journal of Personnel Evaluation in Education, 10, 279-286.
  • Zayani, M. (2001). The teacher portfolio: toward a alternative outcomes assessment. Research and Teaching in Developmental Education, 18 (1), 56-64.
  • Zembal-Saul, C.; Haefner, L. A. and Avraamidou, L (2002). Web-based portfolios: a vehicle for examining prospective elementary teachers’ developing understandings of teaching science. Journal of Science Teacher Education, 13 (4), 238-302.
  • Zepeda, S. J. (2016). Öğretim Denetimi Uygulama Araçları ve Kavramlar (Çev Ed..A. Balcı ve Ç. Apaydın). Ankara: Pegem Akademi.

Yıl 2019, Cilt: 1 Sayı: 1, 49 - 62, 26.07.2019

Songül Demirkan

Öz

Kaynakça

  • Abrami, P. ve Barrett, H. (2005). Directions for research and development on electronic portfolios. Canadian Journal of Learning and Technology 31(3), 1–15.
  • Allan, C. ve Cleland, B. (2012). Embedding eportfolios in teacher education: Lessons from a multi-year implementation. Future Challenges, Sustainable Futures, 197-201.
  • Anderson, R. S. and L. DeMeulle (1998). Portfolio use in twenty-four teacher education programs. Teacher Education Quarterly, 25 (1), 23-31.
  • Antonek, J L.; Mccormick D. E. and R. Donato. (1997). The student teacher portfolio as autobiography: developing a professional identity.The Modern Language Journal, 81 (1), 15-27.
  • Ashford, A. N. (2002). Perspectives of portfolio participants: the impact of the portfolio experience on teacher’s Professional development. Hawaii University, USA.
  • Athanases, S. Z. (1994). Teachers’ reports of the effects of preparing portfolios of literacy instruction. The Elementary School Journal, 94 (4), 421-439.
  • Aydın, İ. (2014). Öğretimde Denetim. Ankara: Pegem Akademi.
  • Bahçeci, D. (2009). Portfolyo değerlendirmenin sınav kaygısı, çalışma davranışı ve tutum üzerine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10 (1), 169-182.
  • Baker, R. and A. Christie (2005). Can digital teaching portfolios become a tools for technology integration. Proceedings of Society for Information Technology & Teacher Education International Conference, Crawford.
  • Bal, A. P. (2012). Teacher candidates’ point of views about portfolio preparition (Turkey setting). Çukurova Unıversity Faculty of Education Journal, 41 (2), 87-102.
  • Bahçeci, D. ve M. Kuru (2008). Portfolyo Değerlendirmenin Üniversite Öğrencilerinin Öz-Yeterlik Algısı ve Yaşam Becerileri Üzerine Etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 9 (1), 97-111.
  • Brogan, B. R. (1995). The case for teacher portfolios. The Annual Meeting of The American Association of Colleges for Teacher 12-15 Şubat 1995. Speeches/Conference Papers. Washington DC: EDRS.
  • Campbell, M. R.; Brummett V. M. (2002). Professional teaching portfolios: for pros and preservice teachers alik. Music Educators Journal, 89 (2), 25-30.
  • Demir S. (2012). Öğretmen eğitimi bağlamında bir öğrenme ve değerlendirme yöntemi olarak portfolyo. Sosyal Bilimler Enstitü Dergisi, 32,237-259.
  • Doolittle P. (1994). Teacher portfolio assessment. Practical Assesment, Research & Evaluation, 4 (1), 1-3.
  • Fitch, D., Reed, B. G., Peet M. and R. Tolman (2008). The use of eportfolios in evaluating the cirriculum and student learning. Journal of Social Work Education. 44 (3), 37-54.
  • Hurst, B., Wilson, C., and G. Caremer (1998). Professional teaching portfolios: Tools for reflection, growth, andadvancement, Phi Delta Kappan, 79, 578-582.Kan, A. (2003). Öğretmen portfolyoları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 19, 42-46.
  • KERA (Kentucy Education Reform Act) 1996- A Review of Research on the Kentucky Education Reform Act 1995 (KERA).
  • Morgan, M. (1999). Portfolios in apreservice teacher field-based program: evolution of a rubric for performance assesment. Education, 3,416-423.
  • McMillan, J. H. (2007). Classroom Assessment: Principles and Practice for effective standarts-based instruction (4th edition), the USA: Allyn and Bacon.
  • Oakley, K. (1998). The performance assessment system: A portfolio assessment model for evaluating beginning teachers. Journal of Personnel Evaluation in Education, 11, 323-341.
  • Ok, A.; Erdoğan M. (2010). Prospective teachers’ perceptions on different aspects of portfolio. Asia Pasific Education Review, 11, 301-310.
  • Öncü H. (2009). Ölçme ve değerlendirmede yeni bir yaklaşım: portfolyo değerlendirme. TSA, 13 (1), 104-130.
  • Perkins, P. G. and J. I. Gelfer (1993). Portfolio assesment of teachers. The Clearing House, 66 (4), 235-237.
  • Poumay, M. (2007). The teaching portfolio as a tool for professional development in higher education. Assesment Design For Leaner Responsibility, 41, 29-31.
  • 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.
  • Rolheiser, C.; Bower B and L. Stevahn (2000). The Portfolio Organizer Succeeding with Portfolios in Your Classroom. USA: Association for Supervision and Curriculum Development.
  • Sandford, B. A.; Hsu Chia-Chien (2013). Alternative assesment and portfolios: review, reconsider and revitalize. International Journal of Social Science Studies, 1 (1), 215-222.
  • Seldin, P. (2004). The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions. Anker Publishing.
  • Stefani, L., Mason, R. ve Pegler, C. (2007). The educational potential of e-portfolios: Supporting personal development and reflective learning. London: Routledge
  • Stone, B. A. (1998). Problems, pitfalls and benefits of portfolios. Teacher Education Quarterly, 25 (1), 105-114.
  • Stowell, L. P.; McDaniel J. E.; Rios F. A. and M. G. Kelly (1993). Casting wide tne net: portfolio assesment in teacher education Middle School Journal,25 (2), 61-67.
  • Sunstein, B. S.; Potts J. P. (1998). Literacy stories extended: of reflection and teachers’ portfolios. Teacher Education Quarterly, 25 (1), 61-72.
  • Taş, S.; Cengizhan L. (2013). Teacher portfolios are on stage for Professional development: a qualitative case study. Social Sciences Research Journal, 2, 1-14.
  • Tezci, E.; Demirli C. (2004). Bir performans değerlendirme modeli: bireysel gelişim dosyası. XIII Ulusal Eğitim Bilimleri Kurultayı, 6-9 Temmuz 2004 inönü Üniversitesi, Eğitim Fakültesi, Malatya -KURULTAY.
  • Thistlethwaite L. L., Ferree A. M, Radcliffe R. A., Higginson B. C. And J. A. Miller (2000). Investing in portfolio assessment. Literacy at a New Horizon, 21 (1), 99-113.
  • Tucker, P. D., Stronge, J. H. Gareis, C. R. ve C. S. Beers (2003). The efficacy of portfolios for teacher evaluation and professional development: Do they make a difference? Educational Administration Quartely, 39 (5), 572-602.
  • Usta, S.; Çığır-Dikyol D. ve E. İnce. (2010). The alternative evaluation tools choosen by social and science teacher candidates. Social and Behavioral Sciences, 28 (4), 3457-3462.
  • Vergiliel Tüz, M. (2003). Kariyer planlamasında yeni yaklaşımlar. Uludağ Üniversitesi Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi, 4 (4), 169-176.
  • Yaşar, B. (2010). Sınıf öğretmenlerinin portfolyo değerlendirme sürecine ilişkin görüşleri (Balıkesir ili örneği). Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü, Balıkesir.
  • Yi, K. P.; Aung T. (2011). Effectiveness of portfolio in classroom assesment: language learning. Yangon Institute of Education Research Journal, 3 (1), 1-14.
  • Williams, E. (2002). Assessing teacher compentencies with the audiovisual portfolio. Educational Leadership, 3 (1), 246-247.
  • Wolf, K.; Dietz M. (1998). Teaching portfolios: purposes and possibilities. Teacher Education Quarterly, 25 (1), 9-22.
  • Wolf, K.; Lichtenstein G.; Bartlett E. and D. Hartman (1996). Professional development and teaching portfolios: the douglas county outstanding teacher program. Journal of Personnel Evaluation in Education, 10, 279-286.
  • Zayani, M. (2001). The teacher portfolio: toward a alternative outcomes assessment. Research and Teaching in Developmental Education, 18 (1), 56-64.
  • Zembal-Saul, C.; Haefner, L. A. and Avraamidou, L (2002). Web-based portfolios: a vehicle for examining prospective elementary teachers’ developing understandings of teaching science. Journal of Science Teacher Education, 13 (4), 238-302.
  • Zepeda, S. J. (2016). Öğretim Denetimi Uygulama Araçları ve Kavramlar (Çev Ed..A. Balcı ve Ç. Apaydın). Ankara: Pegem Akademi.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Songül Demirkan 0000-0001-9198-5869

Yayımlanma Tarihi 26 Temmuz 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 1 Sayı: 1

Kaynak Göster

APA Demirkan, S. (2019). Eğitim Yönetiminde Alternatif Denetim Yaklaşımı: Öğretmen Portfolyosu Değerlendirme. Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi, 1(1), 49-62.
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