Araştırma Makalesi
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Managing Peer-Feedback Resistance In Pre-Service Language Testing And Evaluation Course

Yıl 2025, Cilt: 14 Sayı: 2, 606 - 626, 30.04.2025

Müberrem Berna Baydar , Çiler Hatipoğlu

https://doi.org/10.14686/buefad.1463760

Öz

This study examines the interactional practices of senior-year preservice teachers who are tasked with designing and constructing language tests as part of their coursework in the Language Testing and Assessment course, an essential component of the English language teaching curriculum. Building on the task of test construction, preservice teachers engage in group-based, reciprocal peer feedback sessions to identify potential issues in their test items and improve their overall quality, validity, and reliability. To closely examine the interactional dynamics unfolding during these item-review sessions, the study adopts a micro-analytic approach, conversation analysis, exposing the emotionally laden nature of peer feedback. The findings reveal that emotionally charged moments often gave rise to heightened resistance, rejection, and disagreement among peer feedback groups as a response to detailed peer reviews. Accordingly, the emergence of resistance and interactional misalignment among peers led to sequence expansion, involving iterative cycles of evaluation, justification, and recommendation until a joint consensus is achieved. Despite extensive research on resistance encounters in medical interviews, couples counseling, and service exchanges, the field remains notably deficient in studies examining peer feedback practices in the higher education context. Therefore, this study aims to fill this gap by exploring the dynamics of peer feedback interactions among preservice teachers, shedding light on how resistance unfolds and is managed through the emergent phenomenon, reference to testing principles.

Anahtar Kelimeler

peer feedback preservice teacher education language testing and assessment resistance resolution conversation analysis language test construction

Etik Beyan

Ethical Statement Bu çalışma ile ilgili yayın etiğiyle ilgili etik olmayan uygulamalar bulunmamaktadır. Araştırmanın temeli olarak birinci yazarın yüksek lisans tezi kullanılmıştır. Sonuç olarak, araştırmanın gerçekleştirildiği üniversitenin Etik Komisyonu, 2019-2020 akademik yılı sırasında bu çalışmayı yetkilendirmiş ve belge numarasıyla atanmıştır.

Proje Numarası

(10635) TEZ-YL-503-2021-10635

Kaynakça

  • Badem-Korkmaz, F., Ekin, S., & Balaman, U. (2022). Pre-service language teachers’ resistance to teacher trainer advice on task design for video-mediated L2 interaction. Classroom Discourse, 13(2), 212–230. https://doi.org/10.1080/19463014.2021.2020144
  • Bell, S. T., & Arthur Jr., W. (2008). Feedback acceptance in developmental assessment centers: The role of feedback message, participant personality, and affective response to the feedback session. Journal of Organizational Behavior, 29(5), 681–703. https://doi.org/10.1002/job.504
  • Beaumont, C., O’Doherty, M., & Shannon, L. (2011). Reconceptualizing assessment feedback: A key to improving student learning? Studies in Higher Education, 36(6), 671–687. https://doi.org/10.1080/03075071003731135
  • Bleakney, J., Mattison, M., & Ryan, J. (2019). “I was kind of angry”: Understanding resistance to feedback in two tutor education courses. Praxis: A Writing Center Journal, 17(1).
  • Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22, 151–167. https://doi.org/10.1080/713695728
  • Boud, D., & Carless, D. (2018). Developing student feedback literacy: Helping students engage effectively with feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
  • Boud, D., & Falchikov, N. (2007). Rethinking Assessment in Higher Education: Learning for the Longer Term (1st ed.). London: Routledge. https://doi.org/10.4324/9780203964309
  • Brown, H. D. (1996). Resources in language testing and assessment. TESOL Quarterly, 30(4), 781-781. https://doi.org/10.2307/3587936
  • Can Daşkın, N. (2017). A conversation analytic study of reference to a past learning event in L2 classroom interaction: implications for informal formative assessment. [Doctoral dissertation, Middle East Technical University].
  • Can, H. (2020). A micro-analytic investigation into EFL teachers’ test item reviewing interactions [Unpublished doctoral dissertation, Middle East Technical University].
  • Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
  • Chiu, M. M. (2008). Flowing toward correct contributions during group problem solving: A statistical discourse analysis. The Journal of the Learning Sciences, 17(3), 415-463. https://doi.org/10.1080/10508400802224830
  • Clayman, S. E. (2012). Turn-Constructional Units and the Transition-Relevance Place. In The Handbook of Conversation Analysis. https://doi.org/10.1002/9781118325001.ch8
  • Coleman, E. B. (1998). Using Explanatory Knowledge during Collaborative Problem Solving in Science. The Journal of the Learning Sciences, 7(3/4), 387–427. https://doi.org/10.1080/10508406.1998.9672059
  • Copland, F. (2010). Causes of tension in post-observation feedback in pre-service teacher training: An alternative view. Teaching and Teacher Education, 26, 466–472. https://doi.org/10.1016/j.tate.2009.06.001
  • Copland, F., Ma, G., & Mann, S. (2009). Reflecting in and on post-observation feedback in initial teacher training on certificate courses. English Language Teacher Education and Development, 12, 14–23.
  • Cowan, J., & Creme, P. (2005). Peer assessment or peer engagement? Students as readers of their own work. LATISS Learning and Teaching in the Social Sciences, 2(2), 99-119. https://doi.org/10.1386/ltss.2.2.99/1
  • Crook, A., Mauchline, A., Maw, S., Lawson, C., Drinkwater, R., Lundqvist, K., Orsmond, P., Gomez, S., & Park, J. (2012). The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students? Computers & Education, 58(1), 386–396. https://doi.org/10.1016/j.compedu.2011.08.025
  • Cushing, A., Abbott, S., Lothian, D., Hall, A., & Westwood, O. M. R. (2011). Peer feedback as an aid to learning – What do we want? Feedback. When do we want it? Now! Medical Teacher, 33(2), e105-e112. https://doi.org/10.3109/0142159X.2011.542522
  • Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 1–27. https://doi.org/10.3102/0034654312474350
  • Falchikov, N. (2001). Learning Together: Peer Tutoring in Higher Education. Psychology Press.
  • Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70, 287–322. https://doi.org/10.2307/1170785
  • Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81(3), 285–300. https://doi.org/10.2307/329302
  • Goffman, E. (1964). The neglected situation. American Anthropologist, 6(2), 133–136.
  • Hatipoğlu, Ç. (2015). English language testing and evaluation (ELTE) training in Turkey: Expectations and needs of preservice English language teachers. ELT Research Journal, 4(2), 111-128. Retrieved from https://dergipark.org.tr/en/pub/eltrj/issue/28780/308006
  • Hatipoğlu, Ç. (2017), History of language teacher training and English language testing and evaluation (ELTE) education in Turkey. In Y. Bayyurt, & N. C. Sifakis (Eds.), English Language Policies and Practices in the Mediterranean Countries and Beyond (pp. 227-258). Peter Lang.
  • Hatipoğlu, Ç. (2023). Flipped spiral foreign language assessment literacy model (FLISLALM) for developing pre-service English language teachers’ language assessment literacy. In D. Köksal, N. K. Ulutaş, & S. Arslan (Eds.), Handbook of research on perspectives in foreign language assessment (pp. 104-129). IGI Global. https://doi.org/10.4018/978-1-6684-5660-6
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  • Heaton, J.B. (1990). Writing English language tests. Longman.
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Yıl 2025, Cilt: 14 Sayı: 2, 606 - 626, 30.04.2025

Müberrem Berna Baydar , Çiler Hatipoğlu

https://doi.org/10.14686/buefad.1463760

Öz

Etik Beyan

Bu çalışma ile ilgili yayın etiğiyle ilgili etik olmayan uygulamalar bulunmamaktadır. Araştırmanın temeli olarak birinci yazarın yüksek lisans tezi kullanılmıştır. Sonuç olarak, araştırmanın gerçekleştirildiği üniversitenin Etik Komisyonu, 2018-2019 akademik yılı sırasında bu çalışmayı yetkilendirmiş ve belge numarasıyla atanmıştır.

Destekleyen Kurum

ORTA DOĞU TEKNİK ÜNİVERSİTESİ BİLİMSEL ARAŞTIRMA PROJELERİ KOORDİNASYON BİRİMİ

Proje Numarası

(10635) TEZ-YL-503-2021-10635

Teşekkür

Bu tezi destekleyen Orta Doğu Teknik Üniversitesi Bilimsem Araştırma Projeleri Koordinasyon Birimine içten teşekkürlerimizi sunarız.

Kaynakça

  • Badem-Korkmaz, F., Ekin, S., & Balaman, U. (2022). Pre-service language teachers’ resistance to teacher trainer advice on task design for video-mediated L2 interaction. Classroom Discourse, 13(2), 212–230. https://doi.org/10.1080/19463014.2021.2020144
  • Bell, S. T., & Arthur Jr., W. (2008). Feedback acceptance in developmental assessment centers: The role of feedback message, participant personality, and affective response to the feedback session. Journal of Organizational Behavior, 29(5), 681–703. https://doi.org/10.1002/job.504
  • Beaumont, C., O’Doherty, M., & Shannon, L. (2011). Reconceptualizing assessment feedback: A key to improving student learning? Studies in Higher Education, 36(6), 671–687. https://doi.org/10.1080/03075071003731135
  • Bleakney, J., Mattison, M., & Ryan, J. (2019). “I was kind of angry”: Understanding resistance to feedback in two tutor education courses. Praxis: A Writing Center Journal, 17(1).
  • Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22, 151–167. https://doi.org/10.1080/713695728
  • Boud, D., & Carless, D. (2018). Developing student feedback literacy: Helping students engage effectively with feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
  • Boud, D., & Falchikov, N. (2007). Rethinking Assessment in Higher Education: Learning for the Longer Term (1st ed.). London: Routledge. https://doi.org/10.4324/9780203964309
  • Brown, H. D. (1996). Resources in language testing and assessment. TESOL Quarterly, 30(4), 781-781. https://doi.org/10.2307/3587936
  • Can Daşkın, N. (2017). A conversation analytic study of reference to a past learning event in L2 classroom interaction: implications for informal formative assessment. [Doctoral dissertation, Middle East Technical University].
  • Can, H. (2020). A micro-analytic investigation into EFL teachers’ test item reviewing interactions [Unpublished doctoral dissertation, Middle East Technical University].
  • Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354
  • Chiu, M. M. (2008). Flowing toward correct contributions during group problem solving: A statistical discourse analysis. The Journal of the Learning Sciences, 17(3), 415-463. https://doi.org/10.1080/10508400802224830
  • Clayman, S. E. (2012). Turn-Constructional Units and the Transition-Relevance Place. In The Handbook of Conversation Analysis. https://doi.org/10.1002/9781118325001.ch8
  • Coleman, E. B. (1998). Using Explanatory Knowledge during Collaborative Problem Solving in Science. The Journal of the Learning Sciences, 7(3/4), 387–427. https://doi.org/10.1080/10508406.1998.9672059
  • Copland, F. (2010). Causes of tension in post-observation feedback in pre-service teacher training: An alternative view. Teaching and Teacher Education, 26, 466–472. https://doi.org/10.1016/j.tate.2009.06.001
  • Copland, F., Ma, G., & Mann, S. (2009). Reflecting in and on post-observation feedback in initial teacher training on certificate courses. English Language Teacher Education and Development, 12, 14–23.
  • Cowan, J., & Creme, P. (2005). Peer assessment or peer engagement? Students as readers of their own work. LATISS Learning and Teaching in the Social Sciences, 2(2), 99-119. https://doi.org/10.1386/ltss.2.2.99/1
  • Crook, A., Mauchline, A., Maw, S., Lawson, C., Drinkwater, R., Lundqvist, K., Orsmond, P., Gomez, S., & Park, J. (2012). The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students? Computers & Education, 58(1), 386–396. https://doi.org/10.1016/j.compedu.2011.08.025
  • Cushing, A., Abbott, S., Lothian, D., Hall, A., & Westwood, O. M. R. (2011). Peer feedback as an aid to learning – What do we want? Feedback. When do we want it? Now! Medical Teacher, 33(2), e105-e112. https://doi.org/10.3109/0142159X.2011.542522
  • Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 1–27. https://doi.org/10.3102/0034654312474350
  • Falchikov, N. (2001). Learning Together: Peer Tutoring in Higher Education. Psychology Press.
  • Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70, 287–322. https://doi.org/10.2307/1170785
  • Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81(3), 285–300. https://doi.org/10.2307/329302
  • Goffman, E. (1964). The neglected situation. American Anthropologist, 6(2), 133–136.
  • Hatipoğlu, Ç. (2015). English language testing and evaluation (ELTE) training in Turkey: Expectations and needs of preservice English language teachers. ELT Research Journal, 4(2), 111-128. Retrieved from https://dergipark.org.tr/en/pub/eltrj/issue/28780/308006
  • Hatipoğlu, Ç. (2017), History of language teacher training and English language testing and evaluation (ELTE) education in Turkey. In Y. Bayyurt, & N. C. Sifakis (Eds.), English Language Policies and Practices in the Mediterranean Countries and Beyond (pp. 227-258). Peter Lang.
  • Hatipoğlu, Ç. (2023). Flipped spiral foreign language assessment literacy model (FLISLALM) for developing pre-service English language teachers’ language assessment literacy. In D. Köksal, N. K. Ulutaş, & S. Arslan (Eds.), Handbook of research on perspectives in foreign language assessment (pp. 104-129). IGI Global. https://doi.org/10.4018/978-1-6684-5660-6
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
  • Heaton, J.B. (1990). Writing English language tests. Longman.
  • Heritage, J. (1984a). Garfinkel and ethnomethodology. Polity Press.
  • Heritage, J., & Sefi, S. (1992). Dilemmas of Advice: Aspects of the Delivery and Reception of Advice in Interactions between Health Visitors and First Time Mothers. Talk at Work. 359-419.
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  • Hyland, K. (2000). Disciplinary Discourses: Social Interaction in Academic Writing. London: Longman.
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  • Leyland, C. (2018). Resistance as a resource for achieving consensus: Adjusting advice following competency-based resistance in L2 writing tutorials at a British University. Classroom Discourse, 9(3), 267–287. https://doi.org/10.1080/19463014.2018.1480966
  • Leyland, C. (2021). The interactional construction of the academic reader in writing tutorials for international students: An advice-giving resource. Linguistics and Education, 61, 100900. https://doi.org/10.1016/j.linged.2020.100900
  • Leung, S. (2002). Conflict talk: A discourse analytical perspective. Studies in Applied Linguistics and TESOL, 2(3). https://doi.org/10.7916/salt.v2i3.1643
  • Liu, N.-F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279–290. https://doi.org/10.1080/13562510600680582
  • Looney, A., Cumming, J., van der Kleij, F., van der Kleij, F., Harris, K. R., & Harris, K. R. (2017). Reconceptualising the role of teachers as assessors: Teacher assessment identity. Assessment in Education: Principles, Policy & Practice, 25(4), 1–26. https://doi.org/10.1080/0969594X.2016.1268090
  • McConlogue, T. (2020). Assessment and Feedback in Higher Education: A Guide for Teachers. UCL Press. https://doi.org/10.2307/j.ctv13xprqb
  • Metin, M. (2010). Biçimlendirici Değerlendirmeye Yönelik Öğretmen Adaylarinin Düşünceleri. Milli Eğitim Dergisi, 40(187), 293-310.
  • Muntigl, P. (2013). Resistance in couples counselling: Sequences of talk that disrupt progressivity and promote disaffiliation. Journal of Pragmatics, 49(1), 18–37. https://doi.org/10.1016/j.pragma.2013.01.003
  • Ngar-Fun Liu & David Carless (2006) Peer feedback: the learning element of peer assessment, Teaching in Higher Education, 11:3, 279-290, https://doi.org/10.1080/13562510600680582
  • Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: A peer review perspective. Assessment & Evaluation in Higher Education, 39(1), 102–122. https://doi.org/10.1080/02602938.2013.795518
  • Nilson, L. B. (2003). Improving student peer feedback. College Teaching, 51(1), 34–38. https://doi.org/10.1080/87567550309596408
  • Orsmond, P., Merry, S., & Reiling, K. (2002). The use of exemplars and formative feedback when using student-derived marking criteria in peer and self-assessment. Assessment & Evaluation in Higher Education, 27(4), 309–323. https://doi.org/10.1080/0260293022000001337
  • Park, I. (2014). Stepwise advice negotiation in writing center peer tutoring. Language and Education, 28(4), 362–382. https://doi.org/10.1080/09500782.2013.873805.
  • Park, I. (2017). Questioning as advice resistance: Writing tutorial interactions with L2 writers. Classroom Discourse. https://doi.org/10.1080/19463014.2017.1307125
  • Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education, 84, 128–138. https://doi.org/10.1016/j.tate.2019.05.003
  • Pekrun, R., Cusack, A., Murayama, K., & Thomas, K. (2014). The power of anticipated feedback: Effects on students' achievement goals and achievement emotions. Learning and Instruction, 29, 115–124. https://doi.org/10.1016/j.learninstruc.2013.09.002
  • Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36–48. https://doi.org/10.1016/j.cedpsych.2010.10.002
  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https://doi.org/10.1207/S15326985EP3702_4
  • Peräkylä, A. (2004). Conversation analysis. in C Seale, D Silverman, J Gubrium & G Gobo (eds), Qualitative Research Practice. Sage, London, pp. 165-179.
  • Peräkylä, A. (2010). Shifting the perspective after the patient’s response to an interpretation. The International Journal of Psychoanalysis, 91(6), 1363–1384. https://doi.org/10.1111/j.1745-8315.2010.00323.x
  • Pitt, E., & Norton, L. (2017). ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it. Assessment & Evaluation in Higher Education, 42(4), 499–516. https://doi.org/10.1080/02602938.2016.1142500
  • Pomerantz, A. (1984). Agreeing and disagreeing with assessments: some features of preferred/dispreferred turn shapes. In J. M. Atkinson, & J. Heritage (Ed.), Structures of social action: Studies in conversation analysis. 57–101. Cambridge University Press.
  • Pudlinski, C. (2002). Accepting and rejecting advice as competent peers: Caller dilemmas on a warm line. Discourse Studies, 4(4), 481–500. https://doi.org/10.1177/14614456020040040501.
  • Pudlinski, C. (2012). The pursuit of advice on US peer telephone helplines: Sequential and functional aspects. In H. Limberg & M. A. Locher (Eds.), Advice in Discourse (pp. 232–252). John Benjamins.
  • Richardson, V. (2005). The diverse learning needs of students. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing (2nd ed). Elsevier.
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  • Vehviläinen, S. (2012). Question-prefaced advice in feedback sequences of Finnish academic supervisions. In H. Limberg & M. A. Locher (Eds.), Advice in Discourse (pp. 31-52). Amsterdam: Benjamins. https://doi.org/10.1075/pbns.221.04veh
  • Verkuyten, M. (2000). School Marks and Teachers' Accountability to Colleagues. Discourse Studies, 2(4), 452–472. https://doi.org/10.1177/1461445600002004003
  • Waring, H. Z. (2005). Peer tutoring in a graduate writing centre: Identity, expertise, and advice resisting. Applied Linguistics, 26(2), 141–168. https://doi.org/10.1093/applin/amh041.
  • Waring, H. Z. (2007a). The multi-functionality of accounts in advice giving. Journal of Sociolinguistics, 11(3), 367–391. https://doi.org/10.1111/j.14679841.2007.00328
  • Waring, H. Z. (2007b). Complex advice acceptance as a resource for managing asymmetries. Text & Talk – An Interdisciplinary Journal of Language, Discourse Communication Studies, 27(1), 107-137. https://doi.org/10.1515/text.2007.005
  • Waring, H. Z. (2017). Going general as a resource for doing advising in post-observation conferences in teacher training. Journal of Pragmatics, 110, 20–33. https://doi.org/10.1016/j.pragma.2017.01.009
  • West, M. (2021). ‘I’m Not Going to Tell You Cos You Need to Think About This’: a Conversation Analysis Study of Managing Advice Resistance and Supporting Autonomy in Undergraduate Supervision. Postdigital Science and Education, 3 (1), 198–222. https://doi.org/10.1007/s42438-020-00194-5
  • Yang, Y.-F. (2016). Transforming and constructing academic knowledge through online peer feedback in summary writing. Computer Assisted Language Learning, 29(4), 683–702. https://doi.org/10.1080/09588221.2015.1016440
  • Yöney, R. Z. (2021). Assuming learner behavior as an interactional resource in L2 testing and evaluation: Classroom interaction in a teacher education context. [Master thesis, Hacettepe University]. https://doi.org/10.13140/RG.2.2.20584.34569
Toplam 84 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Uygulamalı Dilbilim ve Eğitim Dilbilimi , Eğitimde Ölçme ve Değerlendirme (Diğer), Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi
Bölüm Makaleler
Yazarlar

Müberrem Berna Baydar 0000-0001-8377-3137

Çiler Hatipoğlu 0000-0002-7171-1673

Proje Numarası (10635) TEZ-YL-503-2021-10635
Erken Görünüm Tarihi 30 Nisan 2025
Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 2 Nisan 2024
Kabul Tarihi 15 Ekim 2024
Yayımlandığı Sayı Yıl 2025 Cilt: 14 Sayı: 2

Kaynak Göster

APA Baydar, M. B., & Hatipoğlu, Ç. (2025). Managing Peer-Feedback Resistance In Pre-Service Language Testing And Evaluation Course. Bartın University Journal of Faculty of Education, 14(2), 606-626. https://doi.org/10.14686/buefad.1463760
 Kapak Resmi İndir

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Bartın University Journal of Faculty of Education