Pre-Service English Language Teachers' Reflections on Cooperative Assessment

Autor/in	Altan, Mustafa Zülküf
Titel	Pre-Service English Language Teachers' Reflections on Cooperative Assessment
Quelle	6 (2021) 2, S.85-103 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2501-5915
Schlagwörter	Preservice Teachers; Language Teachers; English (Second Language); Cooperation; Student Evaluation; Evaluation Methods; Cooperative Learning; Teacher Education; Accountability; Group Dynamics; Tests; Student Attitudes; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Co-operation; Kooperation; Schulnote; Studentische Bewertung; Kooperatives Lernen; Lehrerausbildung; Lehrerbildung; Verantwortung; Gruppendynamik; Examination; Prüfung; Examen; Schülerverhalten; Ausland; Türkei
Abstract	Cooperative Learning is an instructional model in which learners work together toward a common goal (Johnson & Johnson, 1986; Slavin, 1993). Research has clearly shown that cooperation results in higher levels of achievement (Johnson, et al., 1993). This article focuses on Cooperative Assessment, two students, one paper, as learning, and proposes viewing assessment as an integral part of the process of learning and teaching by trying to provoke thoughts about positive interdependence, individual accountability and social skill development, three key features of Cooperative Learning. The paper presents pre-service English Language Teachers' reflections on Cooperative Assessment used as part of the final exam for "Individual Differences in Foreign Language Learning" course in Fall Semester of 2018-2019 academic year. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01