Creative Education
2012. Vol.3, No.7, 1221-1230
Published Online November 2012 in SciRes (http://www.SciRP.org/journal/ce) http://dx.doi.org/10.4236/ce.2012.37181
Copyright © 2012 SciRes. 1221
Effects of Video-Supported Web-Based Peer Assessment on
Microteaching Applications:
Computer Teacher Candidates Sample
Gülten Kavas, Nesrin Özdener
Department of Computer and Instractional Technology, University of Marmara, Istanbul, Turkey
Email: gultenkavas@hotmail.com, nozdener@marmara.edu.tr
Received September 10th, 2012; revised October 8th, 2012; accepted October 22nd, 2012
The aim of this study was to analyze the effects of the web-based system used for the development of
teaching skills of the teacher candidates. In the research, the effects of the web-based system on the
teaching performances of the teacher candidates and development of their peer assessment skills were
tested, and their opinions on the practice were determined. In the study where experimentation model was
used, qualitative and quantitative research techniques were employed, and the study was conducted with
two working groups, namely those who used the web-based system outside the course hours and those
who did not use the web-based system outside the course hours. The results of the research emphasized
that the experiment group who took web-supported training was more successful than the control group in
terms of teaching performance, and was more consistent in peer assessments.
Keywords: Web-Supported Training; Microteaching; Peer Assessment; Teachers’ Training; Video
Recording
Introduction
Owing to the revolutionary developments in the field of con-
temporary science and technology, the use of new approaches
in learning-teaching processeshas lead the institutions that edu-
cate teachers to adopt a student-oriented structure in their gen-
eral, occupational, and special field educations for teacher can-
didates. From this viewpoint, conventional methods that meas-
ure whether the teacher candidates have reached the level of
maturity to deserve being awarded with a diploma are insuffi-
cient in terms of determining whether this competence has been
achieved or not (Darling-Hammond, 2001; Heartle, 1991; Mit-
chel et al., 2001; Porter et al., 2001). Within this framework,
performance measurements have gained significance.
Performance measurements reflecting the levels of develop-
ment of students during the process form an alternative to the
limited nature of conventional assessment methods. Perform-
ance measurements can make us understand the results of
learning based on real-life situations, to determine the deficien-
cies of the students in a more direct manner. In addition, these
measurements can reveal both the strengths and weaknesses of
the programs that prepare the teacher candidates and contribute
to the improvement in the level of quality of teaching. In earlier
research, performance measurements have been characterized
as being more successful when compared with the conventional
methods, and these measurements have been defined as effec-
tive learning experiences (Anderson & Demeulle, 1998; Dar-
ling et al., 2000; Mitchel et al., 2001; Porter et al., 2001).
Microteaching, which is an innovative method used in per-
formance assessments, is a simplified working environment
that is used to provide prompt feedback on the performance of
the teacher candidates, and resembles the actual system. Earlier
research on the subject have demonstrated that when employing
this method, which is based on giving the teacher candidates
the opportunity to have teaching experience, recording of the
practices of the teacher candidates through video-recording,
making them watch those recording so as to enable them to
analyze their deficiencies, and scoring proved to be more in-
fluential in raising the levels of success (Frederiksen et al.,
1999; Kpanja, 2001). Mcaleese and Unwin (1997) stated that
video-supported microteaching practices improved the analysis
capabilities of the teacher candidates, and Fernandez (2005)
emphasized that these practices facilitate input of more con-
structive feedback and comprehension of innovative education
by virtue of the feedback received from the teachers, and peer
cooperation. In addition, the results of the research conducted
by Ceyhun and Karagölge (2002) revealed that repeated micro-
teaching practices could increase the success of the students.
However, while it is difficult to implement the performance
measurements even once, owing to the crowded classrooms
(Çakan & Kılıç, 2006), it is almost impossible to repeat these
practices in practice courses at the universities. Furthermore,
though self-and peer assessment activities can be exercised with
an aim to support microteaching practices, the fact that a part of
the insufficient course hours can be used for the assessment
increases the pressure of time. This makes it obligatory for the
teaching staff of education faculties to use microteaching prac-
tices for group studies instead of individual studies.
With regard to the above-mentioned difficulties, there is a
need for solutions that can eliminate the time limitation, at least
partially. A new tendency that has emerged at every level of
education is the integration of education with internet, owing to
the need to carry the course hours to outside the boundaries of
school. Davies (2000) emphasized that the announcement of
scores is usually postponed or delayed owing to crowded class-
rooms and heavy work load of teachers and that computer-
G. KAVAS, N. ÖZDENER
supported evaluation shall facilitate this procedure. Tsai et al.
(2001a) underlined that the use of internet for peer assessment
can overcome the limitations of time and space, and make
learning more efficient. Similarly, Mc Gourty and De Meuse
(2000) particularly emphasized that computer-supported or on-
line peer assessments can accelerate the scoring process and
facilitate anonymity of the scorer. Eventually, Davies (2000)
stated that in cases where the names of the students who gave
scores were not kept confidential, the students felt themselves
under pressure and found it difficult to give scores. In addition,
earlier research also revealed that the students made more real-
istic evaluations when their names were kept confidential (Bal-
lantyne et al., 2002; Lejyk & Wyvill, 2001).
When constructivist approach is applied to the classrooms, it
becomes necessary for the teachers, who have the required cap-
abilities, to create a suitable learning atmosphere for the stu-
dents and provide them an active role in teaching. Despite the
efforts made for student-oriented teaching, it still has not be-
come a natural practice to make the students measure and de-
sign their own learning education. Although it is defended that
each measurement should be made by forming an association
between the student and the teacher (Stefani, 1998), there is no
consensus on how this alliance should be established during the
process of education.
As peer assessment, which is one of the alternative assess-
ment methods, can be defined as a process in which individuals
assess their peers, this process may involve activities such as
peer feedback and peer learning (Falchikov, 2001). According
to Falchikov (2001), with the help of this method, members of a
classroom can evaluate the homework or performance of their
classmates using specified criteria.
During this assessment process, it was found that the stu-
dents had the chance to observe their friends and have a clearer
idea as to how they learned. Sluijsmans et al. (1999) concluded
that the assessment process gave the students the duties of
judging and acting as arbitrators. During the process of peer
assessment, the students learned to develop high-level respon-
sibility, focus on the learning itself, and give scores. In addition,
this assessment method provided the students with the chance
to observe the teacher’s role and the nature of the assessment
process.
Participation of students in peer assessment helped them to
develop their critical assessment skills (Jaques, 1991), to be-
come aware of different problem solutions (Gibbs, 1981; Gibbs,
Habeshaw, & Habeshaw, 1986), to develop reflective (projec-
tive) thinking skills (Schon, 1983, 1987), and to be self-suffi-
cient and self-oriented learners (Boud, 1991; Brown & Knight,
1995; Boud & Holmes, 1995). The skills gained at peer as-
sessment studies could be used for the development of coopera-
tive working ability in the long term (Hanrahan & Isaacs, 2001).
As a consequence, more reliable assessment results can be ob-
tained through assessment by the learners, and students may
also learn by observing the skills that are newly learned from a
critical perspective, acting more professionally at the time of
giving feedback and during evaluation. Thus, peer assessment
activity can contribute to both learning and assessment.
Therefore, as video-and peer assessment activities that are
beneficial for the efficient use of the microteaching method
employed in programs aimed at educating teachers are time-
consuming, it becomes a necessity to adopt new approaches.
Although it cannot be denied that the internet, which is fre-
quently used to solve time and space problems, is helpful in
obtaining a solution, there are ongoing research efforts to de-
termine at which stages and for what purposes the use of the
internet would be most beneficial. Within this context, it would
be useful to conduct new experiments to observe how the web-
based system may be employed to provide the opportunity for
more practice by increasing the number of microteaching prac-
tices, to develop the assessment skills of teacher candidates,
and to facilitate the establishment of communication among the
students.
Purpose of the Study
The purpose of this study was to analyze the effects of the
web-based system on the process of improvement of the skills
of the teacher candidates. In this research, the effects of the
web-based system on improvement of the teaching perform-
ances and peer assessment skills of the teacher candidates were
tested, and effort was made to determine their opinions on prac-
tice.
The following hypotheses were tested within the scope of the
research:
1) When the microteaching performances of the teacher can-
didates within the scope of the course are evaluated, there will
be difference between those in the experimental group who
took web-supported training and those in the control group who
did not take web-supported training, favoring the experimental
group.
2) When the teaching performances of the teacher candidates
at schools where they undertook internship are evaluated, there
will be difference between those in the experimental group who
took web-supported training and those in the control group who
did not take web-supported training, favoring the experimental
group.
3) When the results of the peer-expert assessment of those in
the experimental group who took web-supported training are
compared with those of the teacher candidates in the control
group who did not take web-supported training, there will be
difference in favor of the experimental group in terms of con-
sistency.
4) In the section of the research conducted with the experi-
mental group, when the comments made in the classroom envi-
ronment are compared with those made through the web on the
basis of the number of students who made comments, there will
be difference in favor of the experimental group.
5) When the comments made through the web-based system
in the experimental group are compared with those made in the
classroom in terms of their contents, there will be difference
among the topics on which the comments were particularly
focused on.
In addition, in the research, the following questions were ad-
dressed with an aim to determine the opinions of the teacher
candidates on the practice.
What do the teacher candidates think about the peer as-
sessment activities after the practice?
What do the teacher candidates who took web-supported
training (experimental group) think about the preparatory
video-recording activity after the practice?
What do the teacher candidates who took web-supported
training (experimental group) think about the activity of
comment-making through the web after the practice?
Method
In the study where experimentation method was employed,
Copyright © 2012 SciRes.
1222
G. KAVAS, N. ÖZDENER
quantitative and qualitative research techniques were used. In
the research with an aim to test the influence of the web-based
system on the development of the peer assessment skills of the
teacher candidates, the experimentation model involving post-
test control group was used, whereas in the research with an
aim to test the influence of the web-based system on the devel-
opment of microteaching performances of the teacher candi-
dates, experimentation model involving pre-test-post-test con-
trol groups was used.
In the part of the research that was conducted with the ex-
perimental group, videos recorded in the classrooms were used
to compare, on the basis of numbers, the comments made in the
classroom with those made through the web, and to determine
the categories of comments. The numbers of the comments
made through the web and content analysis were determined
with the help of the database. To find out what the teacher can-
didates thought about the practice, they were asked to fill in the
opinion forms. The forms that were filled were analyzed
through the content analysis method. A systematic illustration
of the research conducted in the course of Instructional Meth-
ods II is given in Figure 1.
The research was conducted with two working groups,
namely, the Experiment group who used the web-based system
outside the course hours as well, and the Control group who did
not use the web-based system outside the course hours. With an
aim to determine the working groups, the students were listed
alphabetically according to their surnames, and the list was
divided into two, such that both groups comprised 21 persons.
In addition, the teaching methods used in the practice were
determined, and a chart was prepared so as to demonstrate the
methods that would be used each week. The students were in-
cluded in the chart in an alphabetical order of their surnames. In
this manner, the methods that would be used by the students in
their performances were randomly determined. To find out
whether the working groups were identical groups, the grade-
Figure 1.
Data resources and research pattern.
point averages calculated by using the entire occupational, field,
and special field courses that the teacher candidates took before
the course of Instructional Methods II when the practice was
conducted, were taken into account. The grade-point averages
that were used were significant as they were related to the
knowledge and skills of the teacher candidates in their own
fields as well as their professional teachership knowledge and
skills.
As it can be seen in Figure 1, the teacher candidates in both
groups exhibited 20-min long microteaching performances
within the scope of the course. However, the teachers in the
experimental group made trial recordings, broadcasted the im-
ages in the web-based system, and reviewed their studies in
light of the comments made by their friends, before performing
in the classroom. This procedure continued throughout the se-
mester, and each week, 2 - 3 teacher candidates performed
microteaching. While the number of teacher candidates in the
experimental group was 21, the total number of videos up-
loaded into the website was 20, because the student who per-
formed microteaching by using the method of field trips was
not requested to make video-recording.
In the section of the research conducted with the post-test
control group experimentation model, microteaching perform-
ances of the teacher candidates in both groups during their own
course hours were evaluated by their group friends and the
course lecturer. As an assessment tool, the Teaching Practice
Assessment Form, which is commonly used in the faculty, was
used. The teacher candidates both in the experimental and con-
trol groups used the web-based system for the purpose of scor-
ing at the time of peer assessment. The assessment results were
used to determine the improvement in the microteaching per-
formances of the teacher candidates as well as to examine the
relationship between peer-expert assessments according to the
groups.
In the section of the research that was conducted with the
pre-test-post-test control group experimentation model, the per-
formances of the teacher candidates in both groups during the
course (20 min) were compared with their teaching perform-
ances at schools where they underwent internship for one day
each week. The performances of the teacher candidates at
schools where they underwent internship were realized in the
actual school environment for a whole course hour (40 min).
The assessments (peer and course lecturer) within the scope of
the research were made online through the web-based system.
In the section of the research in which the students’ opinions
were determined, an opinion form that included various ques-
tions to teacher candidates regarding peer assessment activities
was developed by the researchers and applied. The responses of
the teacher candidates who responded to the questions in writ-
ing were analyzed through the method of content analysis.
The research was conducted with the fourth-grade students
who studied at Marmara University, Faculty of Atatürk Educa-
tion, Computer and Educational Technologies Department. The
working group of the research conducted with 42 students is
given in Table 1.
Data Gathering Tools
With an aim to gather the data in the research, web-based
system and portfolios prepared by the teacher candidates were
used.
Copyright © 2012 SciRes. 1223
G. KAVAS, N. ÖZDENER
Copyright © 2012 SciRes.
1224
Web- Based System user accounts, enquiring about the scores achieved by the
students, and observing the assessment results at any time.
Figure 2 shows the transactions that can be made with the
teacher’s module in the web-based system. The course lecturer
carries out transactions, such as giving scores, determining the
teacher candidates who will be scored, monitoring the videos
uploaded to the system, and registering new users through this
module. While Figure 2(a) shows the students who have per-
formed and who will be assessed, Figure 2(b) presents a part of
the criteria in the assessment form used during scoring and
Figure 2(c) shows a section from the videos uploaded to the
internet site.
The web-based system was prepared to store the expert- and
peer assessment results, as well as to broadcast and monitor the
preparatory video recordings made by the teacher candidates in
the experimental group for trial purposes, and to write com-
ments to the videos. When the teacher candidates wanted to
view the scores that they achieved after the assessment of their
microteaching performances, they were able to access the peer
assessment average and the score given by the course lecturer.
Based on the studies that emphasized the importance of crea-
tion of an environment in which the students do not feel them-
selves under pressure (Ballantyne et al., 2002; Lejyk & Wyvill,
2001), only the course lecturer was allowed to access the scores
given by the group candidates, to obtain more realistic results.
Assessments were made in the classroom following the micro-
teaching performances, and the assessment procedure ended
with the assessment of the course lecturer. The assessments
made by the course lecturer were used to compare the teaching
performances of the group members in the classroom with
those at the schools where they were undergoing internship for
one day each week. The course lecturer’s assessments obtained
through the system were also used for comparing the peer as-
sessment results of the group members.
Peer Assessment Module
It is the module in which the students carry out the peer as-
sessment procedures, upload their prepared course videos to the
system, and write comments regarding the uploaded videos.
Teacher candidates and the course lecturer enter the system by
using their user names and passwords. During the first week of
the course, the students were introduced to the system and valid
user names and passwords were identified.
The system had three main modules: User and teacher inter-
face, web server application module, and database server. The
web-based system was prepared by using ASP. All the students
who participated in the research were provided with the user
names and passwords for entering into the system, during the
first week of the course.
Table 1.
Table type styles.
Group Method n
Experimental GroupUsing web-based system out of class 21
Control Group Not using web-based system out of class21
Total 42
Teacher’s Module
It is the module used for transactions, such as arranging the
Figure 2.
Teacher interface.
G. KAVAS, N. ÖZDENER
Teachership Practice Assessment Form
It is an online observation form prepared by using the assess-
ment form employed with the whole education faculty in com-
mon, to assess the teacher candidates on the basis of subject
field and field knowledge, learning teaching process, assess-
ment, and communication skills.
Portfolio
The teacher candidates were asked to prepare a portfolio in
which their activities throughout one semester could be as-
sessed. The contents of the portfolio were formed by using the
course schedules, course videos, activities during the courses
(presentations, training materials, videos, homework, etc.) used
in the classroom and at the schools where underwent internship,
and the opinion forms. The portfolios were used to evaluate the
teachership performances demonstrated by the teacher candi-
dates at schools where they underwent internship.
Experimental-Group and Control-Group Videos
Microteaching videos were obtained by recording the micro-
teaching performances of all the teacher candidates in the ex-
perimental and control groups in the classroom during the
course hours, and the teachership performances at schools
where they underwent internship. These recordings were used
in the assessments made by the course lecturer, and Teacher-
ship Practice Assessment Form was used at the time of assess-
ment of the microteaching videos.
Preparatory Videos
These were the videos that the teacher candidates in the ex-
perimental group prepared before their microteaching perform-
ances in the classroom environment and shared them through
the website with their group friends. The teacher candidates in
the group gave feedback to these videos through the website,
and helped in improvement of their group friends before the
course. They used the images that they watched and the com-
ments that they read, and tried improving their preparations
before coming to the course. The comments made to the videos
that were watched through the website were compared with
those made to the microteaching performances in the classroom
in terms of the number and contents. The comments that were
obtained were grouped according to categories that were
formed by reviewing the literature (Wu & Kao, 2008; Andrade
& Du, 2007; Fernandez, 2005) and the comments made.
Opinion Forms
In the opinion form prepared by the researchers with an aim
to gather data, there were 7 questions aimed at determining the
opinions of the teacher candidates on the peer assessment ac-
tivities, 7 questions aimed at finding their opinions on prepara-
tory video recording, and 4 questions aimed at learning about
their opinions on making comments through the web. At the
time of gathering the data, the opinion forms were distributed to
all 42 teachers who were asked to respond to the questions in
writing.
Findings
In the research, effort was primarily made to determine whe-
ther the experimental and control groups were identical. The
Shapiro-Wilk test conducted with an aim to determine whether
the field, special field, and occupational course scores of both
groups showed a normal distribution or not, showed that the
scores of the students of both working groups had a normal
distribution (p > .05). The results of the Independent Samples
T-test used to determine whether the two groups were identical
are given in Table 2.
As it can be seen in Table 2, no meaningful difference was
observed between the scores of the students in both working
groups (t(36) = .327; p > .05). In this case, it can be argued that
the groups were equivalent groups in terms of the levels of
success relating to field, special field, and occupational course
scores before the practice.
Hypothesis 1. When the microteaching performances of the
teacher candidates during the course are evaluated, there will
be difference between those in the experimental group who took
web-based training and those in the control group who did not
take web-based training, favoring the experimental group.
With an aim to test the effect of the web-based system on the
microteaching performances of the teacher candidates in the
classroom, the scores obtained by the experimental and control
groups were compared by using the Mann Whitney U-Test, and
the results are given in Table 3.
From Table 3, it can be seen that there is a meaningful dif-
ference between the success levels of the teacher candidates in
the two groups (U = 105.0; p < .05). When the mean ranks of
those in the experimental group who took web-supported train-
ing and those in the control group who did not take web-sup-
ported training were taken into consideration, it was observed
that the teacher candidates in the experimental group reached a
higher level of success. This finding shows that the first hy-
pothesis has been verified, that is, there is a meaningful differ-
ence between the microteaching performances of the teacher
candidates in favor of the experimental group, and that the web-
based assessment system can have influence in raising the level
of success.
Hypothesis 2. When the teaching performances of the tea-
cher candidates at schools where they underwent internship are
assessed, there will be difference between those in the experi-
mental group who took web-based training and those in the
control group who did not take web-based training, favoring
the experim en t a l group.
With an aim to test the influence of the web-based system on
the teaching performances of the teacher candidates at schools
where they underwent internship, Mann Whitney U-Test was
used, and a comparison was made on the basis of the scores
given by the expert, and the results are given in Table 4. Ac-
cording to Table 4, there is a meaningful difference between
the levels of success of the teacher candidates in the experi-
mental and control groups (U = 64; p < .05). When the mean
ranks were taken into consideration, it was observed that the
teacher candidates in the experimental group reached a higher
level of success when compared with those in the control group.
Table 2.
Independent Sample T-test related to the comparison of the groups.
Groups n Mean t sd p
Experimental Group 20 69.70
Control Group 18 70.33 .327 36 .745
Copyright © 2012 SciRes. 1225
G. KAVAS, N. ÖZDENER
Table 3.
Mann Whitney U-Test Results of success levels of microteaching per-
formances.
Group n Mean Rank Sum of Ranks U p
Experimental 21 26.98 566.50
Control 21 16.02 336.50
105.00.00
Table 4.
Mann Whitney U-Test results with respect to the levels of success of
teaching performances of teacher candidates.
Group n Mean Rank Sum of Ranks U p
Experimental 21 27.30 546.50
Control 21 13.70 274.50
64.00 0.00
This finding shows that the second hypothesis has been verified,
and that the web-based assessment system is influential on
raising the level of success of the teacher candidates.
Hypothesis 3. When the peer-expert assessment results of
the teacher candidates in the experimental group who took
web-supported training are compared with those of the teacher
candidates in the control group who did not take web-sup-
ported training, there will be difference in favor of the experi-
mental group in terms of consistency.
With an aim to analyze the influence of the web-based sys-
tem on peer assessment skills of the teacher candidates, the
scores that the two groups received from the course lecturer and
peer assessment scores of both groups were compared on the
basis of averages and standard deviations.
Mean and standard deviation results of the candidates in the
control group who did not use the web-based system outside the
course hours: Table 5 shows the mean scores and standard
deviations obtained as a result of expert assessments and peer
assessments in the control group. Although the mean of peer
assessments in the control group was 80.52, the standard devia-
tion was ±8.44 (n = 21). The mean of the scores given by the
course lecturer was 58.33 and the standard deviation was ±19.2
(n = 21). It can be observed that the expert scores are lower
when compared with the results of peer assessments made by
the teacher candidates and that the peer assessment scores of
the teacher candidates are listed in a narrower range when
compared with the scores of the course lecturer, as they have a
lower standard deviation. The first group results of the protocol
by Kwan and Leung (1996), used with an aim to make a de-
tailed analysis of the consistency (agreement) between the peer
assessment results and the scores given by the expert, are
shown in Table 6.
In the control group, whose cross-table results related to the
scores obtained as a result of expert and peer assessments are
given in Table 6, there were 21 teacher candidates who par-
ticipated in the peer assessment activities. Out of the 21 teacher
candidates, 10 received scores that were in the acceptable range
(course lecturer’s score ±1 sd), in peer assessments. According
to the results, there were 11 candidates who received 1 sd more
than the expert score, and there were none who received 1 sd
less than the expert score in the peer assessment activities.
Mean and standard deviation results of the experimental
group candidates who used the web-based system outside the
course hours: Table 7 shows the mean scores and standard de-
viations achieved as a result of expert assessments and peer
assessments in the experimental group. Although the mean of
the peer assessments in the group of teacher candidates who
used the web-based system was 80.14, standard deviation was
±8.30 (n = 21). The mean of the scores given by the expert was
75.28 and the standard deviation of these scores was ±16.95 (n
= 21).
It can be observed that the expert scores are lower than the
results of peer assessments made by teacher candidates, and
that peer assessment scores of teacher candidates are listed in a
narrower range when compared with the scores of the course
lecturer as they have a lower standard deviation. With an aim to
analyze the consistency (agreement) between the peer assess-
ment results and expert scores in detail, the protocol developed
by Kwan and Leung (1996) was used. The results of the second
group are shown in Table 8. In the experiment group, whose
cross-table results of expert and peer assessments are given in
Table 8, there were 21 teacher candidates who participated in
the peer assessment activities. Out of the 21 teacher candidates,
18 achieved scores that were in the acceptable range (expert
score ±1 sd) in peer assessments. According to the results, there
were three candidates who received scores that were 1 sd more
than the expert score in the peer assessment activity, and there
were none who received 1 sd less than the expert score.
Hypothesis 4. In the part of the research that was conducted
with the experimental group, the comments made in the class-
room environment and those made through the web may show
difference in terms of the number of students who made com-
ments.
Table 5.
Comparison of the expert assessments and peer assessments in the
control group on the basis of means and standard deviations.
Assessment Type n Mean sd
Expert assessment 21 58.33 19.20
Peer assessment 21 80.52 8.44
Table 6.
Expert and peer assessments of the control group: Cross-Table.
Range of expert
points
d* > 19.2
f (%)
19.2 > d* > 19.2
f (%)
d* < 19.2
f (%) Total f (%)
>77.54 0 3 (14) 0 3 (14.3)
39.12 - 77.548 (38) 7 (33) 0 15 (71.4)
<39.12 3 (14) 0 0 3 (14.3)
Total 11 (52) 10 (48) 0 21 (100)
Note: d = the difference between the means of peer assessment results and expert
scores.
Table 7.
Comparison of the expert and peer assessments of the group of teacher
candidates used the web-based system on the basis of means and stan-
dard deviations.
Assessment Type n Mean sd
Expert assessment 21 75.28 16.95
Peer assessment 21 80.14 8.30
Copyright © 2012 SciRes.
1226
G. KAVAS, N. ÖZDENER
In the part of the research that was conducted with the ex-
perimental group, with an aim to test the hypothesis that the
comments made in the classroom environment and those made
through the web may show difference in terms of the number of
students who made comments, the video recordings related to
the comments made by the teacher candidates in the classroom
environment were watched, and the number of persons who
made the comments was determined. Furthermore, the number
of comments made by the teacher candidates in the group
through the web-based system was determined and the results
are given in Table 9.
While the number of comments made by the students in the
classroom during a semester was 162, those made in the inter-
net site was 380. When the comments that were made were
classified into categories, the comments made in the classroom
were listed under 374 items, while those made through the web
were listed under 795 items. Based on these results, it can be
argued that through the web-based system, more conversations
can be generated, and that more students participate in conver-
sations.
Hypothesis 5. There will be difference among the topics on
which the comments are particularly concentrated, when the
comments made through the web-based system and in the class-
room are analyzed in terms of the contents in the experimental
group.
The contents of the comments made through the web and in
the classroom were significant in terms of the quality of the
assessments made by the teacher candidates. The comments
made to the 20 videos uploaded to the internet site and the 20
microteaching performances demonstrated in the classroom du-
ring the semester were grouped under seven categories, namely,
teaching method, communication with students, body language
teaching materials and their use, subject field knowledge, dress,
and other comments. Table 10 shows the analysis of the com-
ments made by the teacher candidates through the web and in
the classroom.
From Table 10, it can be observed that the category in which
most of the comments were made both through the web and in
the classroom was the teaching method (web: 27%, classroom
environment: 31%). Among the comments made through the
web, the second category that received most of the comments
Table 8.
Expert and peer assessments of the experimental group: Cross-Table.
Range of expert
points
d* > 16.95
f (%)
16.95 > d* > 16.95
f (%)
d* < 16.95
f (%)
Total
f (%)
>92.23 0 1 (5) 0 1 (5)
58.83 - 92.23 0 18 (86) 0 18 (86)
<58.83 3 (14) 0 0 3 (14)
Total 3 (14) 18 (86) 0 21 (100)
Note: d = the difference between the means of peer assessment results and expert scores.
Table 9.
Comments made in the classroom environment and through the web.
Comments Class Web
Number of students who made comments 162 380
Total number of comments 374 795
Table 10.
Analysis of the comments made by teacher candidates through the web-
based system and in the classroom.
Number of Comments
Category
Class n (%) Web n (%)
Teaching Method 116 (31) 215 (27)
Communication with Students 72 (19) 104 (12)
Body Language 60 (17) 205 (25)
Material 75 (20) 190 (24)
Subject Field Knowledge 31 (8) 40(6)
Dress 1 (0) 30 (4)
Other 19 (5) 11 (2)
Total 374 (100) 795 (100)
was body language, and the third category was the teachingma-
terials and their use. On the other hand, the second category
that received most of the comments made in the classroom was
teaching materials and their use (20% of the total comments),
while the third category was communication with the students
(19% of the total comments).
From Table 10, it is worthwhile to note that in the discus-
sions made in the classroom, there were almost no comments
regarding the dresses (0%), whereas 4% of the comments made
through the web were related to dresses. Similarly, it can be in
terms of expression style (e.g., a student recommending anoth-
erstudent to urgently take diction courses, or telling a student
that he/she acts unskillfully in terms of student control during a
course, telling a student that the material used was ordinary).
However, among the comments made in the classroom envi-
ronment, such bitter expressions were lesser. This suggests that
the teacher candidates are more comfortable while they are
making comments through the web.
Research Question 1. What are the thoughts of the teacher
candidates on the peer assessment activities following the prac-
tice?
In the research, the opinions of the teacher candidates on
peer assessment activities were analyzed, and the results are
shown in Table 11. Table 11 summarizes the opinions of the
teacher candidates in the experimental and control groups on
peer assessment activities. According to the findings, 71% of
the teacher candidates in the experimental group believed that
the scores that they received at peer assessment are fair, 19%
believed they received low scores, and 10% believed they re-
ceived high scores. Fifty-seven percent of the teacher candi-
dates in the control group believed that the scores they received
at peer assessment are fair, while 43% believed that they re-
ceived low scores. However, there were no students in the con-
trol group who believed that they received high scores. While
62% of the teacher candidates in the experimental group be-
lieved that they gave scores independent of their friendship
relations, this ratio was 48% in the control group. Furthermore,
52% of the teacher candidates in the experimental group stated
that there would be no change in the scores that they gave even
if the scores were not being included in the evaluation at the
end of the semester. Twenty-four percent of the teacher candi-
dates in the control group stated that there would be no change
in the scores that they gave in the above-specified situation.
Copyright © 2012 SciRes. 1227
G. KAVAS, N. ÖZDENER
Copyright © 2012 SciRes.
1228
Table 11.
Students’ opinions on peer assessment activities.
Exp. Group f (%) Control Group f (%)
Opinions
Y NS N Y NS N
While giving scores to my friends, I acted independent of my friendship relations and I gave
scores by observing the assessment criteria. 13 (62) 5 (24)3 (14) 10 (48) 2 (10)9 (43)
If my friends were seeing what score I gave, the scores I gave would be different. 5 (24) 6 (29)10 (48) 9 (43) 5 (24)7 (33)
If the scores I gave were not to be included in the assessment at the end of the semester, then
the scores I gave would be different. 8 (38) 2 (10)11 (52) 11 (52) 5 (24)5 (24)
I give importance to the scores that I got from my friends. 18 (86) 2 (10)1 (5) 16 (76) 1 (5) 4 (19)
I was impatient to learn about the score that I got from my friends after the microteaching
performance. 19 (91) 1 (5) 1 (5) 15 (71) 4 (19)2 (10)
I think that the peer assessment methods contribute to my professional development. 21 (100)0 (0) 0 (0) 16 (76) 3 (14)2 (10)
I believe I got the scores that I deserved at the peer assessments. 15 (71) 2 (10)4 (19) 12 (57) 1 (5) 8 (38)
I believe that the scores I received from peer assessments are lower than what I deserved. 4 (19) 0 (0) 17 (81) 9 (43) 5 (24)7 (33)
I believe that the scores I received from peer assessments are higher than what I deserved. 2 (10) 0 (0) 17 (81) 0 (0) 0 (0) 21 (100)
Note: Y: I agree, NS: I’m not sure, N: I disagree.
Research Question 2. What are the opinions of the teacher
candidates who took web-based training (experimental group)
after the practice on the activity of preparatory video-record-
ing?
Another question that was posed to the teacher candidates in
the experimental group who used the web-based system within
the scope of the research was their thoughts regarding the activ-
ity of preparatory video-recording. Table 12 summarizes the
opinions of the teacher candidates in the experimental group
regarding the process of preparatory video-recording.
All the teacher candidates stated that the activity of recording
preparatory videos contributed to their development, 71% sta-
ted that they had the chance, by virtue of the recordings, to pre-
pare twice for the subject that they would present, their com-
mand over the subject increased, and 71% stated that the re-
cordings were in the nature of rehearsal and these rehearsals
helped them to overcome their anxiety. Furthermore, none
among the teacher candidates, who had to watch a few videos
each week and write down comments for each of them, thought
that this process put pressure on them.
Research Question 3. What are the opinions of the teacher
candidates who took web-based training (experimental group)
on the activity of making comments through the web after the
practice?
Another question that was raised to the teacher candidates in
the experimental group who took web-based training was their
thoughts concerning making comments through the web. Table
13 summarizes the opinions of the teacher candidates in the
experimental group regarding the process of making comments
to the preparatory videos published through the web. As it can
be seen in Table 13, 95% of the teacher candidates stated that
the comments made by their friends regarding the videos that
they recorded helped them to notice their deficiencies, 67%
stated that the comments made through the web helped them to
prepare for the comments that could be made in the classroom,
62% stated that the comments made by the other teacher can-
didates through the web increased their motivation towards the
course, and 86% stated that the process of writing comments to
preparatory videos caused a better understanding of the assess-
ment criteria.
Table 12.
Students’ opinions on recording preparatory videos.
f (%)
Opinions
Y NSN
The preparatory recordings prior to the course
helped in my development.
21 (100)0 (0)0 (0)
Making preparations twice on the same subject
helped me to have better command of the
subject.
15 (71) 5(24)1 (5)
The activities prior to the practices in the
classroom were in the nature of rehearsal, an
d
they helped me overcome my excitement.
15 (71) 6 (29)0 (0)
Watching the videos recorded by my friends
through the web developed my perspective and I
took lessons from the mistakes that I observed.
21 (100)0 (0)0 (0)
Watching a few videos each week and writing
comments to each made me to feel the pressure
upon me.
0 (0) 2 (10)19 (90)
I watched most of the videos uploaded to the
system for a few times.
17 (81) 0 (0)4 (19)
Note: Y: I agree, NS: I’m not sure, N: I disagree.
Table 13.
Students’ opinions regarding making comments through the web.
f (%)
Opinions
Y NS N
The comments made by my friends helped me
realize and cover up my deficiencies.
20 (95) 1 (5)0 (0)
The comments made through the web helped me
to guess the comments that could be made in the
classroom and to become prepared for such
comments.
14 (67) 5 (29)2 (10)
The comments I received through the web
motivated me towards the course.
13 (62) 6 (24)2 (10)
Writing comments to the videos recorded by my
friends enabled me to better understand the
assessment criteria.
18 (86) 2 (10)1 (5)
Note: Y: I agree, NS: I’m not sure, N: I disagree.
G. KAVAS, N. ÖZDENER
Conclusion and Suggestions
With this research, the effects of the web-based system used
in the course of development of teaching skills of the teacher
candidates on the performance of such teacher candidates and
on development of their peer assessment skills were tested, and
the opinions of the teacher candidates on the practice were de-
termined. The findings obtained from the research led to the
following conclusions.
Within the scope of the research, it was determined that the
activities made through the web influenced the level of success
of the teacher candidates positively. It was found that the
teacher candidates in the experimental group who took web-
supported training showed were more successful than those in
the control group, in terms of the microteaching performances
(Experimental Group: 75.28; Control Group: 58.33). Similar
results were also observed in the teaching performances of the
teacher candidates at schools where they underwent internship
(Experimental Group: 84.61; Control Group: 73.60). Based on
these results, it can be argued that the practices that are con-
ducted through the web-supported training contribute positively
to the professional development of the teacher candidates.
The web-based system helped the teacher candidates in the
experimental group who took web-supported training not lim-
ited within the course hours, and gave them the chance to con-
duct more activities. Moreover, it can be argued that the fact
that the teacher candidates who used the web-based system had
the chance to study and practice at any time they wished influ-
enced their level of success.
Although the results of the research indicate a difference in
favor of the experimental group, the high level of teaching per-
formance of the experimental group and the control group at the
schools of internship make it necessary to mention the effects
of video use. When only the practice conducted with the control
group was evaluated, the importance of video recordings in
microteaching performances could be observed. It can be ar-
gued that by watching the microteaching performances of the
teacher candidates in the classroom, the level of success in-
creased. A similar result was obtained in the research conducted
by Ceyhun and Karagölge (2002), in which the influence of
video recordings on microteaching performances of the teacher
candidates was examined. In support of this result, in the re-
search that Kpanja (2001) conducted with two working groups,
a significant difference was observed between the microteach-
ing performances of the experimental group who used video
recordings and the control group who did not use video recordings.
While both the experimental group and the control group
were found to benefit from the video recordings within the
scope of the research, activities out of class had a significant
impact in favor of the experimental group. The teacher candi-
dates in this group had to follow-up the course more regularly
and also carry out activities by sparing time outside the course
hours. It can be argued that these activities that were performed
each week helped the experimental group who took web-based
training to be more successful.
Another research finding revealed that the scores obtained by
the teacher candidates in peer assessment practice were grouped
into a more limited range when compared with those given by
the course lecturer, and that the standard deviation was smaller.
This result is in accordance with those presented in the litera-
ture (Hughes & Large, 1993; Stefani, 1994; Kwan & Leung,
1996, Kılıç & Çakan, 2006). Based on these findings, it can be
argued that the teacher candidates abstain from giving low
scores to their group friends. It is remarkable that there were no
scores lower than 50. These findings indicating that the peer
assessments were higher than those made by the course lecturer
(Magin & Hellmore, 2001; Kılıç & Çakan, 2006) can be ex-
plained by the fact that the students had not yet developed ob-
jective-assessment responsibilities, do not have the same as-
sessment skills as teachers, or lacked expertise on the subject
field that was being assessed. Furthermore, results that are con-
trary to those observed in this study have also been observed
(Stefani, 1994; Freeman, 1995; Kwan & Leung, 1996). The funda-
mental reason for such a difference might be the percentage by
which the scores obtained from peer assessment activities affect
the course-passing score. While the scores obtained as a result
of expert and peer assessments within the scope of the research
constituted 16.6% of the end-semester score, Stefani (1994)
found that the scores obtained from peer assessment activity
influenced the end-semester score by 2%. Another reason for
the difference among the research results can be attributed to
the classroom level of the students who participated in the re-
search. In this respect, the differences between the behaviors of
the final-year students who were about to graduate within the
scope of the research, and the first-year students with whom
Stefani (1994) worked may influence the results. It can be argued
that the final year students might have given high scores in the
assessment owing to their close relationships with each other or
owing to their anxiety regarding their ability to graduate.
The findings obtained from the opinion forms in the research
revealed that the teacher candidates in both the groups have
opined that the peer assessment activities influenced their pro-
fessional improvement. However, a significant part of the stu-
dents in both groups expressed that they were under the influ-
ence of friendship relations at the stage of peer assessment, and
that if the grades were not being included in the assessment, the
grades they gave would be different (Experimental group: 38%,
Control group: 52%). These results indicate that the teacher can-
didates are not professional enough in the assessment activities.
The teachers in the experimental group stated that the activ-
ity of making comments through the web caused better com-
prehension of the assessment criteria, and that they noticed their
deficiencies by virtue of the comments made. Wu and Lee
(2005) who encountered similar results established that the
course-success levels of teacher candidates who communicated
through the forum were increased, and that discussion forums
created a new learning environment. Similarly, Wu and Kao
(2008) determined that using web-supported marking system
and watching videos of friends developed the teachership skills
of the students.
According to the research findings, the first category in
which comments were made both in the classroom and through
the web was the teaching method (web: 27%, classroom: 31%),
while the second category was the teaching materials and their
use (web: 24%, classroom: 20%). Similarly, Wu and Kao
(2008), in a study conducted with computer teacher candidates,
determined that the comments made through the web were
mostly concentrated in categories of communication with the
students and the use of blackboard. The basis of the four year
graduate studies of teacher candidates studying at BÖTE depart-
ment was formed by pedagogic courses, special field courses,
and material development practices. Teacher candidates had,
throughout their education, taken courses in connection with re-
cognizing visual-audio and multimedia materials, understand-
ing the principles and methods related to the development and
use of these materials, and grasping the methods for selecting
and evaluating these materials. Furthermore, as the background
Copyright © 2012 SciRes. 1229
G. KAVAS, N. ÖZDENER
Copyright © 2012 SciRes.
1230
of the information technologies of the teacher candidates in
teaching materials and the course researched was Special
Teaching Methods II (as the teaching methods were discussed),
it is understandable that the comments were concentrated on
these categories. In addition, the fact that 4% of the comments
made through the web was in relation to dresses, while almost
no comments were made regarding dresses in the discussions
made in the classroom (0%), it can be argued that the teacher
candidates avoided making certain criticisms face- to-face.
When the results of the research in relation to peer assess-
ment were scrutinized, we found that the involvement of the
students in the process of formation of assessment criteria can
provide benefit to the understanding, acceptance, and internali-
zation of the criteria. We presume that internalization of the
assessment criteria by the students will provide for more con-
sistent peer assessment results. In the future research, it will be
beneficial to arrange for a brainstorming activity during the first
week of the practice with an aim to prepare the assessment
criteria together with the students, as it will provide efficient
use and comprehension of the assessment criteria employed
within the scope of the study. In addition, as performance as-
sessment is considered to be more difficult when compared
with homework or project assessments, and may require field
knowledge, it would be appropriate to conduct pilot studies.
Thus, it can be concluded that both the skills of selecting
teaching method, material preparation and making effective use
of such materials, and peer and self-performance assessment
skills by exhibiting an objective attitude are essential capabili-
ties that should exist in teacher candidates. While Race (1991)
emphasized that self assessment is a talent and becomes more
reliable after repetition, Stefani (1994) pointed out that it would
be beneficial if the students are introduced to the methods of
peer and self assessment at a young age. It can clearly be ob-
served in both recommendations that time is an important de-
termining factor in improvement of the assessment skills. The
results of the research show promise in increasing the reliability
of the assessment and in improving the teaching performances
through the use of the web-based system. We observed that the
group of teacher candidates who carried out studies out of the
class hours through the web-based system was more successful
in terms of teaching performances and assessment skills.
REFERENCES
Anderson, R. S., & DeMeulle, L. (1998). Portfolio use in twenty-four
teacher education programs. Teacher Education Quarterly, 25, 23-
32.
Ballantyne, R., Hughes, K., & Mylonas, A. (2002). Developing proce-
dures for implementing peer assessment in large classes using an ac-
tion research process. Assessment and Evaluation in Higher Educa-
tion, 27, 427-441. doi:10.1080/0260293022000009302
Boud, D. (1991) Implementing student self-assessment. Campbelltown:
Higher Education Research and Development Society of Australia
Inc.
Boud, D., & Holmes, H. (1995) Self and peer marking in a large tech-
nical subject. In D. Boud (Ed.), Enhancing learning through self as-
sessment. London: Kogan Page Ltd.
Ceyhun, I., & Karagölge, Z. (2002) Kimya eğitiminde tezsiz yüksek
lisans öğrencileri ile mikroöğretim. Proceedings of V.UFBMEK
Conference, URL (last checked 18 May 2012).
http://www.fedu.metu.edu.tr/ufbmek-5/b_kitabi/b_kitabi.htm
Darling-Hammond, L. (2000). Teacher quality and student achievement:
A review of state policy evidence. Education Policy Analysis Archi-
ves, 8, 1. http://olam.ed.asu.edu/epaa/v8n1
Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of
teaching in context. Teaching and Teacher Edu c at i o n, 16, 523-545.
Davies, P. (2000). Computerized peer assessment. Innovations in Edu-
cation and Teaching I nte r n at i o nal, 37, 346-355.
Falchikov, N. (2001). Learning together: Peer tutoring in higher edu-
cation. London: Routledge Falmer.
Fernandez, M. L. (2005). Learning through microteaching lesson study
in teacher preparation. Action Teacher Education, 26, 37-47.
doi:10.1080/01626620.2005.10463341
Freeman, M. (1995). Peer assessment by groups of group work. As-
sessment and Evaluation in High e r Education, 20, 289-299.
doi:10.1080/0260293950200305
Frederiksen, J. R., White, B. Y., & Shimoda, T. A. (1999). Enabling
students to construct theories of collaborative inquiry and reflective
learning: Computer support for metacognitive development. Interna-
tional Journal of Artificial Intelligence in Education, 10, 151-182.
Gibbs, G. (1981) Teaching students to learn: A student-centred ap-
proach. Philadelphia: Open University Press.
Gibbs, G., Habeshaw, S., & Habeshaw, T. (1995) 53 interesting ways to
assess your students. Bristol: Technical and Educational Services.
Hanrahan, S. J., & Isaacs, G. (2001) Assessing self and peer assessment:
The students’ views. Higher Education Research and Development,
20, 53-70. doi:10.1080/07294360123776
Hughes, I. E., & Large, B. J. (1993). Staff and peer-group assessment
of oral communication skills. Studies in Higher Education, 18, 379-
385. doi:10.1080/03075079312331382281
Jaques, D. (1991) Learning i n G r o ups (2nd ed.). London: Kogan Page.
Kilic, G. B., & Cakan, M. (2007). Peer assessment of elementary sci-
ence teaching skills. Journal of Science Teacher Education, 18, 91-
107. doi:10.1007/s10972-006-9021-8
Kpanja, E. (2001). A study of the effects of video tape recording in
microteaching training. British Journal of Educational Technology,
32, 483-486. doi:10.1111/1467-8535.00215
Kwan, K., & Leung, R. (1996). Tutor versus peer group assessment of
student performance in a simulation training exercise. Assessment
and Evaluation in Higher E d uc at io n, 21, 205-215.
Lejk, M., & Wyvill, M. (2001). The effect of the inclusion of self-
assessment with peer assessment of contributions to a group project:
A quantitive study of secret and agreed assessments. Assessment &
Evaluation in Higher e d u c a ti o n , 26, 551-561.
doi:10.1080/02602930120093887
Magin, D., & Helmore, P. (2001). Peer and teacher assessments of oral
presentation skills: How reliable are they? Studies in Higher Educa-
tion, 26, 287-298. doi:10.1080/03075070120076264
McGourty, J., & De Meuse, K. (2000). The team developer: An as-
sessment and skill building program. New York: J. Wiley and Com-
pany.
Porter, A., Youngs, P., & Odden, A. (2001). Advances in teacher as-
sessments and their uses. In V. Richardson (Ed.), Handbook of re-
search on teaching (4th ed., pp. 259-297). Washington DC: AERA.
Schon, D. A. (1983) The reflective practitioner: How professionals
think in action. San Francisco, CA: Jossey-Bass.
Schon, D. A. (1987) Educating the reflective practitioner. San Fran-
cisco, CA: Jossey-Bass.
Sluijsmans, D., Dochy, F., & Moerkerke, G. (1999). Creating a learning
environment by using self-peer and co-assessment. Learning Envi-
ronment Research, 1, 293-319. doi:10.1023/A:1009932704458
Stefani, L. A. J. (1998), Assessment in partnership with learners. As-
sessment & Evaluation in High e r Education, 23, 339-350.
Topping, K. (1998). Peer assessment between students in colleges and
universities. Review of Educational Research, 68, 249-276.
Tsai, C.-C., Liu, E. Z.-F., Lin, S. S. J., & Yuan, S.-M. (2001). A net-
worked peer assessment system based on a vee heuristic. Innovations
in Education & Teaching International, 38, 220-230.
doi:10.1080/14703290110051415
Wu, C.-C., & Lee, G. C. (2005). Use of computer-mediated communi-
cation in a teaching practicum course. International Journal of Sci-
ence and Mathematics Education, 2, 511-528.
doi:10.1007/s10763-004-2892-2
Wu, C.-C., & Kao, H.-C. (2008). Streaming videos in peer assessment
to support training pre-service teachers. Educational Technology &
Society, 11, 45-55.