The effect of 4+1 Planned Writing and Evaluation Model on the preparation of performance tasks and project works of 7. grade students

In this study, the effect of 4+1 Planned Writing and Evaluation on the 7. grade students' preparation of performance tasks and project works as well as the development of the evaluation skills for the texts they prepared was examined. The target population of the study comprises İstanbul city Esenler district Fidan Demircioğlu Secondary School 7. grade students in the spring semester of 2012-2013 school year. The sample of the study was determined as two classes, which did not show significant difference from each other, after a pretest realized on 7. grade students. 30-people groups from these classes were selected based also on the attendance conditions of the students and these groups were called as experimental group and control group. Before starting the writing practices, both of the groups were given 22-point Attitude Scale (Karatay, 2011b) for determining the attitudes of the groups for writing and no significant difference was found between the pretest results related to the attitudes of control and experimental groups as a result of the measurement. The pretest writing practices of the groups were evaluated by using 30-point 4+1 Planned Writing and Evaluation Scale (Karatay, 2011b). Pretest results were gained by testing the average scores of the groups with independent t-test. The data obtained show that there is no significant difference between the writing skills of either of the groups. Qualitative data were also achieved as a result of the interviews with the experimental group students in the study. For this reason, questions were posed to the experimental group students related to the writing practices they realized as a part of the 4+1 Planned Writing and Evaluation Model. The answers received appear in the study as the student comments related to the study. In this study, mixed model was used. The quantitative data of the study were obtained with Attitude Scale (Karatay, 2011b), 4+1 Planned Writing and Evaluation Scale (Karatay, 2011b); while qualitative data were obtained by utilizing interview technique. Percent (%), frequency (f), arithmetic mean (X) and dependent/independent t-test statistical techniques of SPSS 11.5 (Statistic Package for Social Science) were utilized in the analysis of the data obtained. As a result of the study, 1. In all of the writing practices, a significant difference was found in favor of the experimental group compared to control group, when evaluating the preparation works, planning, development, correcting and presentation scores of the experimental group. 2. It was found that there is a significant difference in favor of the last practice between the scores of the experimental group students related to 1. practice and 4. practice. Considering this, it can be argued that 4+1 PYDM writing education practices develop the writing skills of the students. 3. As a result of the analyses done, a significant difference was not found between the writing skills of the control group students related to the 1. practice and 4. practice. 4. As a result of the analyses done, a significant difference was not found between the pretest scores of the experimental group students related to the written expression attitudes before the 4+1 PYDM practices and the written expression attitude scores after the PYDM practices. When considering the pretest and posttest written expression attitudes of the control group students, it was found that there is a decrease in the attitude scores of the control group students. 5. At the end of the practice activities, the written expression attitudes of the experimental and control group students were examined, it was found that there is a significant difference between the test scores of the experimental group and control group in favor of the experimental group. Keywords: 4+1 Planned Writing and Evaluation Model, performance taskproject work, attitude for writing.