Student Opinions on the Assessment and Evaluation Applications Performed During the Covid 19 Pandemic in Higher Education

Year 2022, Volume: 12 Issue: 3, 730 - 747, 15.12.2022

Yurdagül Günal Zehra Birol Ebru Ünay

https://doi.org/10.19126/suje.1079592

Abstract

Yazar 1*
Abstract. With the COVID-19 pandemic, new experiences have begun to be experienced globally in many sectors in the world and in Turkey. The COVID-19 pandemic, which affects every field, has brought new applications especially in education. In higher education, there have been changes in the teaching, measurement and evaluation practices with the emergency distance education process. In this study, students' views on measurement and evaluation applied in the emergency distance education process in higher education were examined. The aim of this research, which was conducted within this framework, is to examine the opinions of the senior students of the education faculty regarding the measurement and evaluation practices in the emergency distance education process during COVID-19. Within the scope of this study, which was approved by the ethics committee, the opinions of 40 education faculty senior students were collected through an open-ended questionnaire. In addition, nine volunteers from the students participating in the research were interviewed. The collected data were analyzed through the MAXQDA-2020 qualitative data analysis program. As a result of the analyzes made, six themes were determined regarding measurement and evaluation, including obstacles encountered, exam applications, homework applications, general success status, preferences regarding measurement and evaluation tools, and suggestions for measurement and evaluation applications. While the students mainly emphasized cheating in measurement and evaluation practices in the distance education process, they emphasized the use of homework in the evaluation of student success. In line with these results, suggestions were made to researchers and policy makers.

Keywords

emergency distance education, measurement and evaluation, higher education, prospective teachers., COVID-19

References

• References A. Buzzetto-More, N., & Julius Alade, A. (2006). Best practices in e-assessment. Journal of Information Technology Education, Research, 5, 251–269. Retrieved from: https://doi.org/10.28945/246.
• Adigüzel, A. (2020). Salgın sürecinde uzaktan eğitim ve öğrenci başarısını değerlendirmeye ilişkin öğretmen görüşleri. [Teachers’ views on distance education and evaluation of student success in the pandemic process]. Journal of Ministry of National Education. Retrieved from: https://doi.org/10.37669/milliegitim.781998
• Altun Yalçın, S., Özturan Sağırlı, M. & Akar, M., S. (2021). University students’ attitudes towards distance education and perceptions of good lecturers in distance COVID-19 period. International Journal of Education Technology and Scientific Researches, 6 (14), 520-568. doi: http://dx.doi.org/10.35826/ijetsar.243
• Balta, Y., & Türel, Y., K. (2013). Çevrimiçi uzaktan eğitimde kullanılan farklı ölçme değerlendirme yaklaşımlarına ilişkin bir inceleme. [An examination on various measurement and evaluation methods used in online distance education]. Journal of Turkish Studies, 8 (3), 37-45.
• Barbosa, H., & Garcia, F. (n.d.). Importance of online assessment in the e-learning process. Retrieved from: https://doi.org/10.1109/ithet.2005.1560287. Bilgiç-Doğan, G. H. (2014). Eğitimde Teknoloji. Eğitimde Teknoloji Web sitesi. [Technology in Education. Technology in education website]. Retrieved from: http://www.egitimdeteknoloji.com/uzaktan-egitim-yasam-boyu-ogrenme-nedir/.
• Bozkurt, A. (2020). Koronavirüs (COVID-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. [Evaluations for education in the pandemic process and post-pandemic World: New normal and new education paradigm]. Journal of Open Education Practices and Research. 6 (3), 112-142. Retrieved from: https://dergipark.org.tr/tr/pub/auad/issue/56247/773769.
• Buzzetto-More, N.A. & Alade, A.J. (2006). Best practices in e-assessment. Journal of Information Technology Education: Research, 5 (1), 251-269. Informing Science Institute. Retrieved August 22, 2021 from: https://www.learntechlib.org/p/111544/.
• Chung, E., Noor, N. M., & Vloreen Nity Mathew. (2020). Are you ready? An assessment of online learning readiness among university students. International Journal of Academic Research in Progressive Education and Development, 9 (1), 301–317. doi:10.6007/IJARPED/v9-i1/7128
• Çakır, E., & Ünal, A. (2019). An investigation into middle school students’ conceptions of homework. Language Teaching and Educational Research (LATER), 2 (1), 41-56. doi: https://doi.org/10.35207/later.535622
• Daniel, S. J. (2020). Education and the COVID-19 Pandemic. Prospects, 49, 91-96. Retrieved from: https://doi.org/10.1007/s11125-020-09464-3https://link.springer.com/article/10.1007/s11125-020-09464-3/
• Duru, S., & Çöğmen, S. (2017). İlkokul-Ortaokul öğrencileri ve velilerin ev ödevlerine yönelik görüşleri. [Views of primary and secondary school students and their parents on homework]. Elementary Education Online, 16 (1). Retrieved from: https://doi.org/10.17051/io.2017.76577
• Elsalem L., Al-Azzam N., Jum'ah AA., & Obeidat N. (2021). Remote E-exams during COVID-19 pandemic: A cross-sectional study of students' preferences and academic dishonesty in faculties of medical sciences. 62:326-333. doi: 10.1016/j.amsu.2021.01.054.
• Erten, P. (2019). Dijital bölünme. [Digital divide]. International Journal of Education Science and Technology. 5 (1), 15-23. Retrieved from: https://dergipark.org.tr/tr/pub/uebt/issue/46696/552400.
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. Retrieved from: https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning.
• Huber, S. G., & Helm, C. (2020). COVID-19 and schooling: evaluation, assessment and accountability in times of crises—reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32 (2), 237–270. Retrieved from: https://doi.org/10.1007/s11092-020-09322-y
• Karadağ, E., & Yücel, C. (2020). Distance education at universities during the novel coronavirus pandemic: An analysis of undergraduate students perceptions. Journal of Higher Education. Retrieved from: http://dx.doi.org/10.2399/yod.20.730688.
• Karahan, E., Bozan, M., & Akcay, A. (2020). Sınıf öğretmenliği lisans öğrencilerinin pandemi sürecindeki çevrim içi öğrenme deneyimlerinin incelenmesi. [The online learning experiences of primary school pre-service teachers during the COVID-19 pandemic process]. Journal of Turkish Studies, 15 (4), 201-214. Retrieved from http://dx.doi.org/10.7827/TurkishStudies.44348
• Kolcu, G., Demir, S., & Kolcu, M.İ. (2020). Çevrimiçi ölçme değerlendirme uygulamalarının değerlendirilmesi. [Evaluation of online measurement and evaluation applications]. Süleyman Demirel University Journal of Health Sciences, 11 (3), 330- 333. doi: 10.22312/sdusbed.757416
• Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber [Oualitative Research: A Guide to Design and Implementation]. Translation from the 3rd edition. Turan, S. (Translation Ed.). Nobel Yayın Dağıtım.
• Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during coronavirus pandemic: The current trend and future directive at Middle East College Oman. Innovative Infrastructure Solutions, 5 (3), 72. Retrieved from: https://doi.org/10.1007/s41062-020-00326-7
• Özdoğan, A. Ç., & Berkant, H., G. (2020). COVID-19 pandemi dönemindeki uzaktan eğitime ilişkin paydaş görüşlerinin incelenmesi. [The examination of stakeholders’ opinions on distance education during the COVID-19 epidemic]. Journal of Ministry of National Education. Retrieved from: https://doi.org/10.37669/milliegitim.788118
• Rahim AFA. (2020) Guidelines for online assessment in emergency remote teaching during the COVID-19 pandemic. Education in Medical Journal, 12 (2), 59–68. Retrieved from: https://doi.org/10.21315/eimj2020.12.2.6
• Saltürk, A., & Güngör, C. (2020). Üniversite öğrencilerinin gözünden COVID-19 pandemisinde uzaktan eğitime geçiş deneyimi. [Distance education experience of unıversity students during the COVID-19 pandemic] Journal of Adıyaman University Social Sciences Institute, (36), 137-174. doi: 10.14520/adyusbd.788716.
• Trust, T. & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? lessons learned from the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28 (2), 189-199. Society for Information Technology & Teacher Education. Retrieved August 20, 2021 from: https://www.learntechlib.org/primary/p/215995/.
• Ünal, A, Yıldırım & A, Sürücü, A. (2018). Eğitim fakültesi öğrencilerinin etkili olarak kabul ettikleri ödevler. [Homeworks accepted as effective by the students of the faculty of education]. Journal of Mehmet Akif Ersoy University Faculty of Education, (48), 555-574. Retrieved from: https://dergipark.org.tr/tr/pub/maeuefd/issue/39596/360679
• Yar Yıldırım, V. (2020). Üniversite öğrencilerinin ödev konusundaki görüşlerinin değerlendirilmesi. [An analysis of university students’ opinions about homework assignments]. Journal of Higher Education, 10 (2), 233–246. doi:10.2399/yod.19.590878.
• Yıldırım, A. & Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. [Qualitative research methods in the social sciences]. Seçkin Yayıncılık. YÖK. (2020, Mayıs 3). Yükseköğretim Kurumu. Yükseköğretim Kurumu Web sitesi: [Higher Education Institution. Higher education institution website]. Retrieved from: https://www.yok.gov.tr/Sayfalar/Haberler/2020/uzaktan-egitime-yonelik-degerlendirme.aspx.