Öğretimin Değerlendirilmesinde Çoklu Ortam Kullanımına Eleştirel Bir Bakış

Abstract

Bilgisayarların farklı enformasyon biçimlerini içerme potansiyellerinin artmasına bağlı olarak metin, ses, video ve animasyon gibi farklı ortamların aynı anda işe koşulmasını ifade eden çoklu ortamlar geliştirilebilmektedir. Bilgileri farklı biçimlerde sunma fırsatı sağladıkları için bu ortamlar kısa süre içinde öğretimin değerlendirilmesi de dâhil eğitim ve öğretimin hemen her aşamasında kullanılmaya başlanmıştır. Bu betimsel çalışmanın amacı, öğretim sürecinde değerlendirme amaçlı çoklu ortam kullanımıyla sağlanan katkıların araştırma ve uygulama örnekleri desteğiyle ortaya konmasıdır

Keywords

• Çoklu ortam, öğretimin değerlendirilmesi, ölçme araçları, öğrenci başarısı

A Critical Examination of Use of Multimedia in Instructional Evaluation

Abstract

Depending on increasing computer’s potential to include different types of information, multimedia environments that make use of at least two different environments like text, sound, video and animation can be developed. These environments have been started to be used in all educational processes including instructional evaluation because they give opportunities to present information in different forms. The main purpose of this exploratory study is to present and discuss contributions of multimedia used in instructional evaluation processes with the aid of research and application studies

Keywords

• Multimedia, instructional evaluation, measurement tools, student success

References

1. Alwan, A., Bai, Y., Black, M., Casey, L., Gerosa, M., Heritage, M. ve diğerleri (2007). A system for technology based assessment of language and literacy in young children: the role of multiple information sources. In Proceedings of International Workshop on Multimedia Signal Processing, Greece.
2. Bakx, A.W.E.A., Sijtsma, K., Van der Sanden, J.M.M. ve Taconis, R. (2002). Development and evaluation of a student-centered multimedia self-assessment instrument for social-communicative competence. Instructional Science, 30, 335- 359.
3. Beacham, N., (2005). Media combinations and Computer-Assisted Assessment. An Initial Study of Computer-Based Media Effects on Learners who have Dyslexia and Dyscalculia During Computer Assisted Assessment Tests. The Assessmedia Project (Final Report), Loughborough.
4. Bennett, R.E., Goodman, M., Hessinger, J., Kahn, H., Ligget, J., Marshall, G. ve diğerleri (1999). Using multimedia in large-scale computer-based testing programs. Computers in Human Behavior, 15, 283–294.
5. Davies G. ve Riley F. (2008). Glossary of ICT terminology. G. Davies (Ed.) Information and communications technology for language teachers (ICT4LT), Slough, Thames Valley University. http://www.ict4lt.org/en/en_glossary.htm adresinden 01.12.2008 tarihinde erişilmiştir.
6. European Agency for Development in Special Needs Education (EADSNE) (2007). Assessment in inclusive settings. http://www.european-agency.org/ adresinden 24.11.2008 tarihinde erişilmiştir.
7. Herrington, J., ve Herrington, A. (1998). Authentic assessment and multimedia: How university students respond to a model of authentic assessment. Higher Education Research and Development, 17(3), 305-322.
8. Hopper, M. (1998). Assessment in WWW-based learning systems: Opportunities and challenges. Journal of Universal Computer Science, 4(3), 330-348

9. Hunt, M., Neill, S. ve Barnes, A. (2007). The use of ICT in the assessment of modern languages: the English context and European viewpoints. Educational Review, 59(2), 195–213.
10. Lai, A.F., Chen, D.J. ve Chen, S.L. (2008). Item attributes analysis of computerized test based on IRT - A comparison study on static text/graphic presentation and interactive multimedia presentation. Journal of Educational Multimedia and Hypermedia, 17(4), 531-559.
11. Liu, M., Papathanasiou, E. ve Hao, Y.W. (2001). Exploring the use of multimedia examination formats in undergraduate teaching: results from the fielding testing. Computers in Human Behavior, 17, 225–248.
12. Mayer, R.E. (2001). Multimedia learning. London: Cambridge University Press. Neo, T. ve Neo, M. (2004). Classroom innovation: engaging students in interactive multimedia learning. Campus – Wide Information Systems, 21(3), 118.
13. Nugent, G. (2003). On-line Multimedia Assessment for K-4 Students. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 1051-1057). Chesapeake, VA: AACE.
14. Panagiotakopoulosa, C.T. ve Ioannidis, G.S. (2002). Assessing children’s understanding of basic time concepts through multimedia software. Computers & Education, 38, 331–349.
15. Pisters, B., Bakx, A.W.E.A. ve Lodewijks, H. (2002). Multimedia assessment of social communicative competence. International Electronic Journal For Leadership in Learning, 6 (1).
16. Read, D. ve Cafolla, R. (1999). Multimedia portfolios for preservice teachers: From theory to practice. Journal of Technology and Teacher Education, 7(2), 97-113.
17. Shank, P. (2005). The value of multimedia for learning. http://www.adobe.com/designcenter/thinktank/valuemedia/index.html adresinden 19.12.2008 tarihinde erişilmiştir.
18. Schoech, D. (2001). Using video clips as test questions: The development and use of a multimedia exam. Journal of Technology in Human Services, 18(3/4), 117-131.
19. Questionmark (2008). Testing and Assessment Glossary of Terms. http://www.questionmark.com/uk/glossary.htm, adresinden 01.12.2008 tarihinde erişilmiştir.
20. Warschauer, M. ve Healey, D. (1998). Computers and language learning: An overview. Langage Teaching, 31(2), 57-51