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Uzaktan Eğitimde Ölçme ve Değerlendirme Dersine Yönelik Bir Program Değerlendirme Çalışması

Year 2024, Volume: 17 Issue: 2, 324 - 350, 30.04.2024
https://doi.org/10.30831/akukeg.1303190

Abstract

Bu çalışmanın amacı, COVID-19 sürecinde öğretmen yetiştirme programlarında yer alan çevrimiçi eğitimde ölçme ve değerlendirme dersinin değerlendirilmesidir. Çalışmada iki temel araştırma sorusuna yanıt aranmıştır: Öğretmenlerin ve okul yöneticilerinin ölçme ve değerlendirme yeterliklerine ilişkin görüşleri nelerdir? Çevrimiçi “ölçme ve değerlendirme” dersi “girdiler, işlemler ve çıktılar” boyutlarında etkili bir programın sahip olması gereken nitelikleri taşıyor mu? Araştırma çok aşamalı bir değerlendirme tasarımı çerçevesinde iki aşamalı olarak yapılandırılmıştır. Araştırma bulguları, programın tüm boyutlarında sorunların ve olumlu yönlerin olduğunu göstermektedir. Örneğin, COVID-19 öncesi geliştirilen öğretmen yetiştirme programlarını uzaktan eğitim süreçlerine uyarlamak güçtür. Uzaktan eğitimde, bazı uygulamalar modern öğretim ve değerlendirme anlayışıyla çelişmektedir. Bu tür sorunlar öğretmenlerin ölçme ve değerlendirme yeterliklerini kazanmalarına yansımıştır. Gözlem yapılan gruplarda uygulanan başarı testi de bu bulguları doğrulamıştır. Bu nedenle sorumlu kuruluşlar uzaktan eğitimden vazgeçmenin artık mümkün olmadığını göz ardı etmemelidir. Ayrıca bu kuruluşların program geliştirme süreçlerinde uzaktan eğitimde ölçme ve değerlendirmenin nasıl yapılacağının yanı sıra öğretmenlerin ölçme ve değerlendirme yeterliklerini nasıl kazanacağını yeniden düşünmeleri gerekmektedir.

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A Program Evaluation Study for Measurement and Evaluation Course in Distance Education

Year 2024, Volume: 17 Issue: 2, 324 - 350, 30.04.2024
https://doi.org/10.30831/akukeg.1303190

Abstract

This study aims to evaluate the online measurement and evaluation course in teacher training programs during the COVID-19 process. In the study, we sought answers to two primary research questions: What are the opinions of teachers and school administrators regarding their measurement and evaluation competencies? Does the online "measurement and evaluation" course have the qualities of an effective program in the "antecedents, transactions, and outcomes" dimension? We structured the research into two phases within a multistage evaluation design framework. The findings show that there were problems and positive aspects in all dimensions of the program. For example, adapting teacher training programs developed before COVID-19 to distance education processes was challenging. In distance education, some practices contradict the modern teaching and assessment approach. Such problems were reflected in teachers' acquisition of measurement and evaluation competencies. The achievement test we applied to the observed groups also confirmed these findings. For this reason, responsible organizations should not ignore the fact that we cannot renounce distance education. During program development, they should reconsider how the teachers will acquire measurement and evaluation competencies and how we will measure and evaluate in distance education.

References

  • Ada, S., & Baysal, Z. N. (2013). Pedagojik-androgojik formasyon ve Türkiye'de öğretmen yetiştirme. Ankara: Pegem Academy Publication.
  • Akdemir, A. S. (2013). A history of teacher training programmes and their problems in Turkey. Electronic Turkish Studies, 8(12), 15-28.
  • Al-Shalout, M. I., Rasmi, M., & Hassan, M. A. (2021). Evaluation of E-exam during Covid-19. Psychology and Education Journal, 58(1), 4604-4612.
  • Alkharusi, H., Kazem, A. M., & Al-Musawai, A. (2011). Knowledge, skills, and attitudes of preservice and inservice teachers in educational measurement. Asia-Pacific Journal of Teacher Education, 39(2), 113-123.
  • Armstrong, R. A., Slade, S. V., & Eperjesi, F. (2000). An introduction to analysis of variance (ANOVA) with special reference to data from clinical experiments in optometry. Ophthalmic and Physiological Optics, 20(3), 235-241.
  • Atılgan, H. (2018). Değerlendirme ve not verme. In Atılgan, H. (Ed.) Eğitimde Ölçme ve Değerlendirme (11th Edition) (pp. 315-362). Anı Publication.
  • Aydın, Ö., & Dalkılıç, F. (2018). University student attendance management system. Journal of Science and Engineering, 20(60), 863-875.
  • Bae, S. H., Kim, J. H., & Lim, Y. W. (2009). A study on the effect of multimedia online learning contents on learner's performance. Journal of Korea Society of Digital Industry and Information Management, 5(1), 127-139.
  • Barthakur, A., Joksimovic, S., Kovanovic, V., Richey, M., & Pardo, A. (2022). Aligning objectives with assessment in online courses: Integrating learning analytics and measurement theory. Computers & Education, 104603.
  • Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabıı. (3rd Edition). Ankara: Pegem Academy Publication.
  • Chan, C. K., & Luk, L. Y. (2021). A four-dimensional framework for teacher assessment literacy in holistic competencies. Assessment & Evaluation in Higher Education, 1-15.
  • Christ, T. J., & Desjardins, C. D. (2018). Curriculum-based measurement of reading: An evaluation of frequentist and Bayesian methods to model progress monitoring data. Journal of Psychoeducational Assessment, 36(1), 55-73.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. Routledge. Conrad, D., & Openo, J. (2018). Assessment strategies for online learning: Engagement and authenticity. Athabasca University Press.
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  • Creswell, J. W. (2015). Educational research: Planning, conducting and evaluating quantitative and qualitative research (5th Edition). Pearson Prentice Hall.
  • Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd Edition). SAGE Publications, Inc.
  • Curaj, A., Deca, L., Egron-Polak, E., & Salmi, J. (2015). Higher education reforms in Romania: Between the Bologna process and national challenges. Springer Nature.
  • DeLuca, C., LaPointe-McEwan, D., & Luhanga, U. (2016). Teacher assessment literacy: A review of international standards and measures. Educational Assessment, Evaluation and Accountability, 28(3), 251-272.
  • Durak, G., Çankaya, S., & İzmirli, S. (2020). Examining the Turkish universities' distance education systems during the COVID-19 pandemic. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 14(1), 787-809.
  • Duman, S. N. (2019). Hizmet öncesi öğretmen eğitiminde öğretmenlik meslek bilgisi derslerinin değerlendirilmesi (Doctoral dissertation, Gazi University). Council of Higher Education, Thesis Center.
  • EPDAD. (2020). EPDAD teacher education standards. Retrieved May 4, 2020, from https://epdad.org.tr/icerik/epdads-teacher-education-standards
  • Ergül, A. Ö. (2019) Examination of teachers' assessment literacy levels in terms of some variables (Master's thesis, Hacettepe University). Council of Higher Education, Thesis Center.
  • Fitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2011). Program evaluation: Alternative approaches and practical guidelines. (4th Edition). Pearson Education Inc.
  • Fuchs, L. S. (2017). Curriculum‐based measurement as the emerging alternative: Three decades later. Learning Disabilities Research & Practice, 32(1), 5-7.
  • Graves, M. N. (2010). Curriculum-based measurement attitudes and training practices in teacher education programs [Doctoral dissertation, Indiana University]. ProQuest Dissertations & Theses Global.
  • Grayson, T. E. (2018). Program evaluation, performance measures, and evaluability assessment in higher education. In Secolsky, C., & Denison, D. B. (Ed.) Handbook on measurement, assessment, and evaluation in higher education (2nd Edition) (pp. 616-639). Routledge.
  • Güler, N. (2018). Eğitimde ölçme ve değerlendirme. (12th Edition). Pegem Academy Publication. Güvendir, M. A., & Özkan, Y. Ö. (2016). Determining the perceptions of prospective teachers in relation to measurement and evaluation course through metaphors. Dumlupınar University Journal of Social Sciences, (47), 91-105.
  • Harmon, R. L., Sheehy, L. M., & Davis, D. M. (1998). The utility of external performance measurement tools in program evaluation. Rehabilitation Nursing, 23(1), 8-11.
  • Harris, C. (2017). A program evaluation of a technology based formative assessment for algebra readiness (Doctoral dissertation, The College of William and Mary in Virginia). ProQuest Dissertations & Theses Global.
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There are 95 citations in total.

Details

Primary Language English
Subjects Curriculum Evaluation in Education, Adult Education, Teacher Education and Professional Development of Educators
Journal Section Articles
Authors

Muhammed Akıncı 0000-0002-5001-2080

Erdoğan Köse 0000-0003-0426-0267

Early Pub Date April 15, 2024
Publication Date April 30, 2024
Submission Date May 26, 2023
Published in Issue Year 2024 Volume: 17 Issue: 2

Cite

APA Akıncı, M., & Köse, E. (2024). A Program Evaluation Study for Measurement and Evaluation Course in Distance Education. Journal of Theoretical Educational Science, 17(2), 324-350. https://doi.org/10.30831/akukeg.1303190