چکیده (انگلیسی):

The purpose of this study was to investigate the effect of authentic assessment, an approach used in Scientific
Research Methods, on problem solving skills of prospective classroom teachers. The participant groups of the
study consisted of sophomore prospective teachers who study at Dicle University in the Ziya Gökalp Education
Faculty Classroom Teaching Department during 2013-2014 academic spring term. The two classrooms in the
department were randomly assigned as experimental group (Group B) and control group (Group A). The
experimental group was given authentic tasks and asked to do them group work. The authentic tasks fulfilled by
prospective teachers were analyzed in accordance with the authentic assessment approach. Authentic assessment
tools such as self-assessment, group assessment, portfolio assessment, teacher-peer assessment, weekly
performance assessment, and student journals were used in the experimental group. Meanwhile, control group
activities were based on a subject-oriented curriculum design and teacher-centered traditional practices and
assessment were carried out. Methods like verbal lectures, discussions, and question-answers were used. In
addition, the evaluation process was conducted on the mid-term exam essay in traditional sense. While the
pre-test and post-test results of the experimental group indicate a statistically significant positive difference for
the post-test, the difference between pre- and post-test results for the control groups were not found to be
statistically significant. Moreover, a comparative analysis of adjusted post-test results based on pre-test results of
experimental and control groups indicated a statistically significant positive difference in favor of experimental
group.