Uzaktan Eğitimde Ölçme ve Değerlendirme Dersine Yönelik Bir Program Değerlendirme Çalışması

Year 2024, Volume: 17 Issue: 2, 324 - 350, 30.04.2024

Muhammed Akıncı , Erdoğan Köse

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.

Keywords

ölçme, değerlendirme, uzaktan eğitim, öğretmen yetiştirme, program

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

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.

Keywords

measurement, evaluation, distance education, teacher training, program

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