The effect of self-assessment applications under the guidance of supervisor on teachers' self-assessment, reflective thinking and teaching skills

The purpose of this research is to study the effects on self-assessment, reflective thinking and teaching skills of teachers with the self-assessment applications under the guidance of supervisor. The research was conducted through a predominant qualitative action research design in which qualitative and quantitative research methods are used together. It was aimed to develop the self- assessment, reflective thinking and teaching skills of the participating teachers by applying 'self- assessment under the guidance of supervisor' method in the research. From this point of view, it was deemed appropriate to conduct the research in the form of a developer/critical/liberating action research pattern from the types of action research. The working group of the study included volunteer 29 primary school teachers, who are working at one Primary School in Antalya city centre. In the quantitative aspect of the research, 'self- assessment skill scale of teachers', 'reflective thinking level scale of teachers', 'teaching skill scale of teachers' were used as scales that are developed by the researcher. In the qualitative aspect of the research, a portfolio assessment rubric for portfolios of teachers, a reflective diary analysis form for reflective diary written by teachers, a video recording analysis form for video recordings of teachers and semi-structured interview form for individual interviews were used as data collection tools. The research was carried out in accordance with the 20-weeks action plan in one Primary School between 05 February 2018 and 22 June 2018. In the scope of the research, firstly, the quantitative data collection tools were applied as a pre-test to the teachers who constituted the working group at the beginning of the self-assessment practice under the guidance of the supervisors. In qualitative dimension, the reflective diary-1' written by the teachers and video recordings-1 which they made by themselves, were analysed. Then, through the prepared action plan, a selfassessment program was carried out under the guidance of the supervisor. At the end of the study, quantitative data collection instruments were applied as a post-test. In the qualitative dimension, the portfolios prepared by the teachers during the study period, the 'reflective diary-8' they wrote and the analysis reports of the 'video recordings-2' which they made by themselves, were assessed. Individual interviews were also conducted with the teachers. Whether there is a significant difference between pre-test and post-test scores was analysed with the "Wilcoxon Marked Rank Test" from nonparametric tests in the qualitative dimension of the study. The portfolios prepared by the teachers were analysed with a descriptive approach by scoring with 'portfolio assessment rubric'. 'Reflective diary-1' and 'Reflective diary-8' and 'video record-1' and 'video record-2' were analysed with document analysis technique and then they were compared. Content analysis was used in the analysis of interview data. According to the findings of the research, it is concluded that self-assessment practices under the guidance of the supervisor have positive effects on teachers' selfassessment; reflective thinking and teaching skills and that teachers contribute to the development of these skills. In the light of the results, it was reached the conclusion that the self- assessment under the guidance of the supervisor method can be a supervisory method which contributes to the development of the teachers; hence it can be suggested to be applied as a supervisory model.