Examination of the change of online self, peer and instructor feedback over time in science teacher education in terms of purpose, function and presentation way

This research aims to determine how the purpose, function and presentation way of self, peer and instructor feedback presented to science teacher candidates in the Web-Based Authentic Assessment System (Web-ODS) change over time. In the research, "longitudinal nested single case design", one of the case study designs, was used. The data used in the research consists of self, peer and instructor feedback presented in Web-ODS during the evaluation process of the science lesson video recordings of 18 pre-service science teachers (N=18) within the scope of Teaching Practice course. In the analysis of the data, the "Feedback Checklist" was used to examine the self, peer and instructor feedbacks in terms of the categories of "purpose, function presentation way". After the feedbacks were examined in 14 sub-categories under the main categories of "purpose, function and way of presentation", frequency and percentage values were calculated according to the frequency of their use. The findings show that the online self, peer and instructor feedbacks presented to the Science teacher candidates (i) are mostly focused on "Target and Performance" in terms of the "purpose" category, and there is no significant change over time, (ii) in terms of the "function" category. During the process, the self feedbacks are generally "Confirmatory feedback", peer feedbacks are mostly "Elaborated and Confirmatory feedback", and the feedbacks of the instructors are in the form of "Corrective feedback" and a tendency towards "Constructivist feedback" during the process and (iii) "presentation way". It has been determined that while most of the self, peer and instructor feedbacks are given in "Directive" ways, there is a tendency towards the way of "Facilitative" presentation in the process. The results of the study revealed that the evaluation tools to be used in online systems were discussed and structured in asynchronous environments, pilot evaluation practices and effective communication processes to be established on the basis of feedbacks had an important contribution to the quality of online feedback.