E-Değerlendirmede Kimlik Doğrulama ve Yazarlık Kontrol Sistemi Kullanımına Yönelik Öğrenci Deneyimleri

Abstract

Bu çalışmanın amacı, e-değerlendirme sürecinde kimlik doğrulama ve yazarlık kontrol sistemi kullanımında öğrencilerin deneyimlerini belirlemektir. Çalışma, Avrupa Komisyonu tarafından finanse edilen Horizon 2020 projesi kapsamında geliştirilen TeSLA Projesi (Öğrenme için Uyarlanabilir Güvene dayalı bir e-Değerlendirme Sistemi) kapsamında gerçekleştirilmiştir. TeSLA sistemi, e-değerlendirmede kimlik doğrulama, yüz tanıma, ses tanıma, tuş vuruşu dinamikleri, yazarlık kontrolü ve intihal araçları gibi çeşitli araçları içermektedir. Çalışma, kesitsel anket çalışması olarak tasarlanmıştır. Katılımcılar, İspanya, Bulgaristan ve Türkiye'de TeSLA sistemini kullanan üç üniversiteden toplam 735 öğrencidir. Öğrenciler, 2018-2019 Bahar Dönemi boyunca 92 lisans ve lisansüstü düzeydeki derste e-değerlendirme faaliyetleri için TeSLA sistemini kullanmışlardır. Veriler, derslerde TeSLA sisteminin uygulanmasından önce bir ön anket ve sistemi test ettikten sonra bir son anket aracılığıyla toplanmıştır. Veri analizi için tanımlayıcı istatistikler ve tek yönlü ANOVA Testi kullanılmıştır. Sonuç olarak, öğrencilerin TeSLA sistemini kullanırken farklı algıları ve deneyimleri olduğu; olumlu görüşlerin yanında olumsuz görüşlerin de ortaya çıktığı görülmüştür. Bu sonuçlara bağlı olarak elde edilen bulgular, ilgili literatür kapsamında ayrıntılı olarak tartışılmıştır.

Keywords

• E-değerlendirme
• kimlik doğrulama
• yazarlik denetimi
• öğrenci deneyimleri
• e-öğrenme
• yükseköğretim

Students’ Experiences on Using an Authentication and Authorship Checking System in E-Assessment

Abstract

The aim of this study was to identify students’ experiences in using an authentication and authorship checking system in e-assessment. The study was carried out within the context of the TeSLA Project (an Adaptive Trust-based e-Assessment System for Learning), which was developed under a Horizon 2020 project funded by the European Commission. The TeSLA system involves several instruments such as face recognition, voice recognition, keystroke dynamics, forensic analysis, and plagiarism tools for authentication and authorship checking in e-assessment. The study was designed as a cross-sectional survey. Participants were 735 students from three universities in Spain, Bulgaria and Turkey. Students used the TeSLA system during 2018-2019 Spring Semester for their e-assessment activities in 92 undergraduate and graduate courses. Data was collected via a pre-questionnaire before the implementation of the TeSLA system in the courses and a post-questionnaire after testing the system. Descriptive statistics and one-way ANOVA Test were used for data analysis. As a result, students had different perceptions and experiences in using the TeSLA system; while some students had positive views, some of them expressed contrary opinions. The findings of the study were discussed in detail in the context of relevant literature.

Keywords

• E-assessment
• student authentication
• authorship checking
• students’ experiences
• e-learning
• higher education

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