Making learning visible in the 21st Century: Examining the use of digital assessment tools in Montessori education
Keywords:Digitalization, Digital Assessment, Assessment in 21st Century, Early Childhood, Phenomenology, Montessori Education
This research aims to determine the experiences of Montessori educators, who apply the Montessori educational approach and use a digital assessment tool, towards the digital assessment tool they use and their views on these experiences. Within the scope of this purpose, the study was designed in phenomenological research, one of the qualitative research methods. Within the scope of this study, phenomenon was determined as the digital assessment tools used by Montessori educators in Montessori education settings. The study group consisted of 14 Montessori educators, 3 of whom were working in Barcelona and 11 from an official and private Montessori school in Istanbul. The data collection of the study consisted of personal information form and individual interviews conducted by the researcher with Montessori educators through online interview systems. When the data gathered as a result of these interviews were analyzed, it was seen that the digital assessment tools were considered as a phenomenon with different dimensions by the Montessori educators who participated in the research. These dimensions have been "ease of use and necessity", "parent", "Montessori education". In addition, it was determined that Montessori educators explained for the tools they use, apart from the digital assessment tool. The non-digital assessment tools dimension was also examined in the study in order to reveal the educators' perceptions of the digital assessment tool holistically. As a result of the study, sixteen sub-themes related to four themes were formed. The findings were discussed within the framework of the studies in the field.
Aktepe, V. (2005). Eğitimde Bireyi Tanımanın Önemi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi. c. 6, s. 2: 15-24.
Bryman, A. (2012). Social research methods (4th ed). Oxford University Press.
Buldu, M., & Erden, F. T. (2017). An Investigation of Turkish Early Childhood Teachers’ Self-Reported Beliefs and Practices Regarding Assessment. Journal of Education and Future, (11), 29-49.
Büyükgöncü, N. (2013). Okul öncesi eğitim kurumlarında uygulanan bireyi tanıma tekniklerinin öğretmen görüşü açısından değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi, Erciyes Üniversitesi, Kayseri.
Cilesiz, S. (2011). A phenomenological approach to experiences with technology: Current state, promise, and future directions for research. Educational Technology Research and Development, 59(4), 487-510. https://doi.org/10.1007/s11423-010-9173-2
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (Fourth edition). SAGE.
Damore, Sharon. 2004. The assessment puzzle or assessment 101. Montessori Life. c. 16, s. 3:22.
Deslandes, Rollande, Rivard Marie-Claude. 2013. A Pilot Study Aiming To Promote Parents' Understanding of Learning Assessments at the Elementary Level. School Community Journal. c. 23, s. 2: 9-31.
Dunphy, E. (2010). Assessing early learning through formative assessment: Key issues and considerations. Irish Educational Studies, 29(1), 41-56. https://doi.org/10.1080/03323310903522685
Durakoğlu, A. (2010). Maria Montessori’ye göre çocuğun doğası ve eğitimi. Yayınlanmamış Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Ellis, M. L. (2015). The efficacy of classroom management software on parent-teacher communication.
Eren, T. (2007). A bridge between home and School, portfolio assessment in early childhood education. Unpublished master’s thesis), Middle East Technical University, Ankara.
Griffin, P., Care, E., & McGaw, B. (2012). The changing role of education and schools. In Assessment and teaching of 21st century skills (pp. 1-15). Springer, Dordrecht.
Henry, J. W., & Stone, R. W. (1997). The development and validation of computer self-efficacy and outcome expectancy scales in a nonvolitional context. Behavior Research Methods, Instruments, & Computers, 29(4), 519-527.
Horton, C., & Bowman, B. T. (2002). Child Assessment at the Preprimary Level: Expert Opinion and State Trends. Occasional Paper.
Isaacs, B. (2007). Bringing the Montessori approach to your early years practice. Routledge. http://site.ebrary.com/id/10228441
Isaacs, B. (2010). Bringing the Montessori approach to your early years practice (2nd ed). Routledge.
Isaacs, B. (2018). Understanding the Montessori approach: Early years education in practice (Second edition). Routledge, Taylor & Francis Group.
Lacina, J. (2006). Technology in the classroom: Virtual record keeping: should teachers keep online grade books?. Childhood Education, 82(4), 252-254.
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice (Vol. 28). John Wiley & Sons.
Maxwell, J. A. (2012). Qualitative research design: An interactive approach (Vol. 41). Sage publications.
Migliorino, N. J., & Jeffrey, M. (2004). Educator attitudes toward electronic grading software. Journal of Research on Technology in Education, 36(3), 193-212.
Millî Eğitim Bakanlığı. [12.12.2020]. Millî Eğitim Bakanlığı Okul Öncesi Eğitim Programı. Ankara: MEB.
Miretzky, D. (2004). The communication requirements of democratic schools: Parent-teacher perspectives on their relationships. Teachers College Record, 106(4), 814-851
Montessori, M. (1991). The Advanced Montessori method: scientific pedagogy as applied to the education of children from seven to eleven years. Clio.
Moustakas, C. (1994). Phenomenological research methods. Sage Publications..
National Council for Curriculum and Assessment (NCCA). (2009). Aistear: The early childhood curriculum framework
Neumann Michelle M, Jason L. Anthony, Noe Erazo, David L. Neumann. 2019. Assessment and Technology: Mapping Future Directions in the Early Childhood Classroom. In Fronteries in Education. c. 4:116.
Önder, Alev. 2016. Okul Öncesi Dönemde Çocukları Değerlendirme ve Tanıma Teknikleri. 2. bs. Ankara: Anı Yayıncılık.
Özçelik-Demirel, Ayşe, Kübra, Eke. 2019. Eğitimde ve Endüstride 21. Yüzyıl Becerileri. ed. Ayşe Özçelik-Demirel, Mehmet Nur Tuğluk. Ankara: Pegem Yayınevi:137-159
Transparent Clasroom. [11.11.2020]. Tutorials. Transparent Clasroom. https://www.transparentclassroom.com/tutorials?locale=en.
Tuğluk, M. N., & Özkan, B. (2019). MEB 2013 Okul Öncesi Eğitim Programının 21. yüzyıl becerileri açısından analizi. Temel Eğitim, 1(4), 29-38.
Van Manen, M. (2016). Researching lived experience: Human science for an action sensitive pedagogy (Second Edition). Routledge, Taylor & Francis Group.
Wentworth, R. A. L. (1999). Montessori for the New Millennium. “Lawrence Erlbaum Associates, Inc.” Alıntı: Wentworth, Roland A. Lubienski. “Montessori for the New Millennium”. Apple Books.
Wheeler, Molly W. 2018. The Effects of Record-Keeping On Teacher Self-Efficacy and Student Self-Regulation in The Primary Montessori Classroom. Retrieved from Sophia, the St. Catherine University.
Wortham, S. C. (2014). Assessment in early childhood education. http://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781292056074
How to Cite
Copyright (c) 2021 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.