Do the scores obtained from online applications correspond to face-to-face exam scores?

Year 2022, , 18 - 27, 15.03.2022

İbrahim Yıldırım , Sevilay Çırak-kurt

https://doi.org/10.33200/ijcer.891326

Abstract

The emergent Covid-19 pandemic in Wuhan, China at the end of 2019 has affected the whole world in a short period of time. Therefore, schools have been closed all over the world and online learning opportunities have been exploited. Although the lessons are taught online, serious problems have been experienced about how to measure and evaluate. This quasi-experimental study with a quantitative method was conducted to offer suggestions for this problem situation. The present study examined the relationship between the measures of academic achievement obtained through different approaches from the students studying at a university. According to the available results, the achievement points earned by the students through weekly blogs had high level of correlations with the traditional final scores. However, the scores of the practices such as online exams and term papers were not in acceptable fit with the final exams. Therefore, the scores of online missions extended over time can be claimed to be the approach that best substitutes the final exams.

Keywords

Assessment, evaluation methodologies, covid-19, Edmodo, education

References

• Akbay, T. (2019). Deneysel Araştırmalar. In S. Şen & İ. Yıldırım (Eds), Eğitimde araştırma yöntemleri. Ankara: Nobel Publications.
• AP (2020). Updates for AP Students Affected by Coronavirus (COVID-19). Retrieved from https://apcoronavirusupdates.collegeboard.org/students
• Baumgartner, T. A., & Chung, H. (2001). Confidence limits for intraclass reliability coefficients. Measurement in Physical Education and Exercise Science, 5(3), 179-188.
• Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education. London: Routledge.
• Demirel Ö. (2008). Kuramdan uygulamaya eğitimde program geliştirme. (11th Ed.). Ankara: Pegem Akademi.
• Di Domenico, L., Pullano, G., Coletti, P., Hens, N., & Colizza, V. (2020). Expected impact of school closure and telework to mitigate COVID-19 epidemic in France. Report 8, EPIcxlab.
• EDF (Economic Development Forum) (2020). AB üyesi ülkelerin covid-19 tablosu: mevcut durum ve alınan önlemler. Retrieved from https://www.ikv.org.tr/ikv.asp?ust_id=3631&id=3766
• George, D., & Mallery, M. (2003). SPSS for Windows Step by Step: A Simple Guide and Reference, 11.0 update (4th ed.) Boston: Pearson.
• Griffin, C. (2014). Transition from brick and mortar to online teaching: middle-grade teachers' perspectives. Electronic Theses and Dissertations. 1112. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1112
• Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. Journal of Online Learning and Teaching, 8(3), 198-208.
• Pritchard, D. & Warnakulasooriya, R. (2005). Data from a Web-based Homework Tutor can predict Student’s Final Exam Score. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005-World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2523-2529). Montreal, Canada.
• Raaheim, A., Mathiassen, K., Moen, V., Lona, I., Gynnild, V., Bunæs, B. R., & Hasle, E. T. (2019). Digital assessment–how does it challenge local practices and national law? A Norwegian case study. European Journal of Higher Education, 9(2), 219-231.
• Sabuncu, T. (2020, March 18). Ziya Selçuk: Uzaktan eğitim ile alınan konular sınava dahil olmayacak. Retrieved from https://www.haber.com/ziya-selcuk-uzaktan-egitim-ile-alinan-konular-sinava-dahil-olmayacak-280041/
• Sahu, P. (2020) Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus 12(4): e7541.
• Sarrayrih, M. A., & Ilyas, M. (2013). Challenges of online exam, performances and problems for online university exam. International Journal of Computer Science Issues (IJCSI), 10(1), 439.
• Tapper, J., Batty, D., & Savage, M. (2020). Medical students take final exams online for first time, despite student concern. Retrieved from https://www.theguardian.com/education/2020/mar/22/coronavirus-forces-medical-students-sit-final-exams-online
• Tedmem Report (2020). COVID-19 Salgını ve Sınavlar. Retrieved from https://tedmem.org/covid-19/covid-19-salgini-ve-sinavlar
• Timmis, S., Broadfoot, P., Sutherland, R., & Oldfield, A. (2016). Rethinking assessment in a digital age: Opportunities, challenges and risks. British Educational Research Journal, 42(3), 454-476.
• UN News (2020, April 21). Startling disparities in digital learning emerge as COVID-19 spreads: UN education agency. Retrieved from https://news.un.org/en/story/2020/04/1062232
• UNESCO (2020). More on UNESCO's Covid-19 education response. Retrieved from https://en.unesco.org/covid19/educationresponse/solutions
• Watson, G. R., & Sottile, J. (2010). Cheating in the digital age: Do students cheat more in online courses? Online Journal of Distance Learning Administration 13(1), 1-13.
• WHO (2020a). Coronavirus disease 2019 (COVID-19) Situation Report – 51, Retrieved from https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200311-sitrep-51-covid-19.pdf?sfvrsn=1ba62e57_10
• WHO (2020b). WHO Coronavirus Disease (COVID-19) Dashboard. Retrieved from https://covid19.who.int/
• Yıldırım, İ. (2016). Development, implementation and evaluation of a gamification based curriculum for the lesson of “teaching principles and methods” (Unpublished doctoral dissertation). Department of Educational Sciences, Gaziantep University, Turkey
• Yüzbaşıoğlu (2020, April 22). Kovid-19 salgını dünya genelinde uzaktan ve sanal eğitimi zorunlu kıldı. Retrieved from https://www.aa.com.tr/tr/egitim/kovid-19-salgini-dunya-genelinde-uzaktan-ve-sanal-egitimi-zorunlu-kildi/1814237