Examining the tendency of pre-service science teachers' online self and peer feedback to be formative

The aim of this study is to research the level of formative feedback written in the online system within the scope of "Scientific Research Methods" and "Science Teaching Laboratory Applications" courses by science teacher candidates. Seventeen teacher candidates (13 women and 4 men) who studied in the 3rd grade of of Science Education in Uşak University, Faculty of Education, Department of Mathematics and Science Education participated in the study. In the research, "mixed method" was adopted/accepted in which quantitative and qualitative methods were used together. The design of the study was determined as " conversion mixed designs" from the analysis of written feedbacks, which are the qualitative part of the research, with the "Formative Feedback Evaluation Rubric'' Also, the qualitative part of the research is a embedded single-case study, and the quantitative part was carried out in a non-experimental cross-sectional manner with longitude. In the analysis of quantitative data, Friedman Ranked Two-Way Variance Analysis, Wilcoxon Marked Sequences Test and Mann Whitney U Test were used. This study continued throughout the academic year and teacher candidates participated actively in the process at every stage. Tasks uploaded to Web-ODS were evaluated by teacher candidates as feedback and scoring. Teacher candidates revised their duties according to feedback. Research findings demonstrated that self-and peer feedback evolved from the initial evaluation task to the final evaluation task in order to be the correct formative.