Akademik Veri Yönetim Sistemi
International Journal of Curriculum and Instructional Studies, cilt.15, sa.2, ss.211-235, 2025 (Scopus)
This study examines the pedagogical potential of Web 2.0–based digital peer assessment through the example of Padlet, demonstrating how digital tools transform assessment processes. Designed as a qualitative case study, the research investigates the integration and effectiveness of Padlet in the peer assessment process within an English language course. The study was conducted with one English teacher and twenty-seven seventh-grade students at a public middle school in the Mamak district of Ankara. Padlet was deliberately selected among Web 2.0 tools due to its pedagogical and practical advantages. Data was collected through a semi-structured interview with the teacher and three focus group interviews with students. Within the scope of content analysis, the data were independently coded by two researchers, and a Cohen’s Kappa coefficient of 0.85 indicated a high level of inter-code reliability. The resulting codes were analytically reclassified according to the four levels of the SAMR model. The findings indicate that Padlet-supported peer assessment reduces time and space constraints, ensures the retention of feedback, and supports continuous assessment. Anonymity reduced social pressure and enabled more honest evaluations. Students reported improvements in critical thinking, comparison, and self-regulation skills, while the teacher emphasized the platform’s usefulness in monitoring participation and structuring the assessment process. Overall, Padlet aligns with all levels of the SAMR model, transforming peer assessment into a more collaborative and student-centered learning experience.