Öğretim Teknolojileri ve Öğretmen Eğitimi Dergisi
Yazarlar: Bünyamin KAYALI, Şener BALAT, Engin KURŞUN, Selçuk KARAMAN
Konular:Eğitim, Eğitim Araştırmaları
Anahtar Kelimeler:Feedback,Postgraduate education,Teacher competence
Özet: The aim of this research is to determine the expectations of graduate students about effective and qualified feedback. By revealing the actual potential of feedbacks in improvement of the educational process, we expect to contribute to the quality of designing and applying effective feedbacks prepared by specifically university lecturers and other educationalist in general. The result of this research is expected to provide important insights and guiding principles for designing and delivering effective and qualified feedbacks. Another important contribution of the study is that it can reveal new perspectives on which components of effective feedbacks should be covered and how they should be used. For this purpose, the relevant data is gathered by applying a survey to 59 doctoral and 29 masters students in 19 different state universities with a 4-point Likert-type “Feedback Scale in Graduate Education” The scale we used consists of 6 parts and 32 items which include whether the feedback has the properties it should have, the effect on the facilitation and development of self-assessment, whether it provides high quality information about their learning, encourages peer and speaker dialogues, encourages motivational beliefs and self-esteem, and fills the gap between current and desired performance. The data were analyzed by using descriptive analysis method. According to the results of the research the features of a good feedback include; expressing clearly to the students what they should do, being relevant to the criteria of evaluation, covering all aspects of the questions at hand. Apart from these, the comprehensibility of the feedback and the coverage of certain aspects of the work are not shown among the priority characteristics. As for facilitating and improving self-evaluation; Feedbacks should provide opportunities for improving the current situation and developing action plans for future tasks. In addition, constructive, personal development tips and personal feedbacks are stated as the features of effective and qualified feedback. As for the role of feedbacks as providers of high-quality information, there is an expectation that feedbacks should be easy to read, accurate, and that it should provide detailed information about the mistakes of the learner and provide clues for personal development. In terms of peer and teacher dialogue, it can be concluded that after the feedback the discussions can serve to the purposes of feedback more effectively. Moreover, we observed that students expect a high level of guidance about the subject to be learned, they look for consistency of the evaluation processes and they express the need for post-feedback training. It has been observed that the students prefer to have positive motivational beliefs and to get feedback that includes constructive, motivating patterns in the development of self-esteem. In general, students prefer taking feedbacks on time and after each task in order to close the gap between current and desired performance. This is justified by the possibility of correcting the mistakes before the next tasks.