The investigation of effects of authentic assessment approach on prospecti̇ve teachers' problem solving skills, beliefs towards learning and participative assessment

The aim of this study is to investigate the effects of authentic assessment approach, applied in Scientific Research Methods course, on prospective classroom teachers' problem solving skills, beliefs towards learning and participative assessment. For this purpose, quasi-experimental model with non-equivalent control group is used in the study. Working groups of the study consist of second year prospective teachers in the department of Classroom Teaching at Dicle University, Ziya Gökalp Education Faculty in 2013-2014 academic year. Two classes are appointed neutrally, one (B class) as experiment group the second (A class) as control group. Experiment group consists of 42 and control group 44 prospective teachers. However, one prospective teacher in control group was absent during the semester so the assessment was carried out as 43 prospective teachers. As data collection tools "Problem Solving Inventory", "Belief Towards Learning Scale ", "Belief Towards Participative Assessment Scale" and "Interview Form" are used. The practices done with experimental group include 13 weeks of works in "Scientific Research Methods" course. In this process, the prospective teachers fulfilled their authentic tasks working in groups. Authentic tasks performed by the prospective teachers are evaluated according to authentic assessment approach. For control group teacher-centered traditional activities and assessment based on subject-centered program design is applied. In the control group usually lectures, discussion, question and answer etc. methods are used. As a result of the study it is found that the practices based on authentic assessment approach are more effective than the practices based on traditional teaching and assessment in terms of developing prospective teachers' problem solving skills, constructivist learning beliefs and beliefs towards participative assessment. Moreover, it is found that the implementations based on authentic assessment approach have impact on reduction of prospective teachers' traditional learning beliefs and practices based on traditional teaching and assessment have no significant impact on prospective teachers' beliefs towards learning and participative assessment. Keywords: Authentic Assessment, Problem Solving Skill, Belief towards Learning, Belief towards Participative Assessment, Prospective Teacher