Üniversite Öğrencilerinin Web Tabanlı Biçimlendirmeye Yönelik Değerlendirme Sistemini Kabul Durumlarının İncelenmesi

Öz

Bu araştırmada, öğrencilerin biçimlendirmeye yönelik değerlendirmelerinin yapılabileceği bir “Web Tabanlı Biçimlendirmeye Yönelik Değerlendirme (WTBYD)” sistemi geliştirilmiştir. Bu sistem, öğrencilerin performanslarına yönelik madde bazında ayrıntılandırılmıştır ve test bazında ölçüt-referanslı anlık dönütler sağlamaktadır. Çalışmada, öğrencilerin geliştirilen WTBYD’yi kabul durumlarının incelenmesi amaçlanmıştır. Araştırma ters-yüz öğrenme modeli yaklaşımı ile işlenen Bilgisayar I dersi kapsamında 381 üniversite öğrencisi üzerinde gerçekleştirilmiştir. Araştırmanın uygulama süreci 12 hafta sürmüş olup, her haftanın sonunda öğrenciler WTBYD’ye katılmıştır. Araştırma verileri web tabanlı değerlendirme sistemini kabul ölçeği ile toplanmıştır. Araştırma bulguları WTBYD’yi kabul yapısının; yarar algısı, kullanım kolaylığı, bilgisayar öz-yeterliği, sosyal etki, içerik algısı, beğenme durumu, ilgi durumu ve kullanım niyeti bileşenlerinden oluştuğu görülmüştür. Araştırmadan elde edilen bulgular doğrultusunda WTBYD’yi geliştirme ve kullanma noktasında öğretmenlere, öğretim tasarımcılarına, karar vericilere ve araştırmacılara çeşitli önerilerde bulunulmuştur.

Anahtar Kelimeler

• Anlık dönüt
• web tabanlı biçimlendirmeye yönelik değerlendirme
• kabul durumları

Examining University Students’ Acceptance of Web-based Formative Assessment System

Öz

In this research, a Web-based Formative Assessment System (WBFAS) was developed for students to support their formative assessment on their learning experiences. The system provides students with instant feedback which is detailed based on items and criteria-referenced based on tests. The present research aims to examine students’ acceptance of WBFAS. The research was conducted on 381 university students who are enrolled in Computer I course designed with Flipped Classroom model. The implementation of the research lasted 12 weeks, and at the end of each week students participated in WBFAS. The data of the research were obtained with the scale of acceptance of web-based assessment system. It has been found that the structure of acceptance of WBFAS was consisted of elements of computer self-efficacy, ease of use, social influence, perceived content, state of enjoyment, state of interest, perceived usefulness and usage intention. Based on the findings derived from the research, several suggestions were proposed for teachers, instructional designers, decision-makers and researchers regarding the development and use of WBFAS.

Anahtar Kelimeler

• Web-based formative assessment
• instant feedback
• acceptance

Kaynakça

1. Alır, A. (2015). Investigating secondary school students’ acceptance of web based formative assessment system and students’ interaction with different feedback types. Doctoral dissertation, Hacettepe University, Ankara, Turkey.
2. Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through selfassessment. Theory into Practice, 48(1), 12-19.
3. Black, P. J., & William, D. (2009). Developing the theory of formative assessment. Journal of Personnel Evaluation in Education, 21(1), 5-31.
4. Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD
5. Care, E. (2018). Twenty-frst century skills: From theory to action. In E. Care, P. Grifn, & M. Wilson (Eds.), Assessment and teaching of 21st century skills: Research and applications. Cham: Springer.
6. Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: development of a measure and Initial test. MIS Quarterly, 19(2), 189–211.
7. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319–340.
8. Dunn, K. E. & Mulvenon, S. W. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical Assessment, Research & Evaluation, 14(7), 1-11.

9. Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351.
10. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (1998). Multivariate data analysis (Vol. 5, No. 3, pp. 207-219). Upper Saddle River, NJ: Prentice hall.
11. Hooshyar, D., Ahmad, R. B., Yousefi, M., Fathi, M., Horng, S. J., & Lim, H. (2016). Applying an online game-based formative assessment in a flowchart-based intelligent tutoring system for improving problem-solving skills. Computers & Education, 94, 18-36.
12. Karay, Y., Schauber, S. K., Stosch, C., & Schuettpelz-Brauns, K. (2012). Can computer-based assessment enhance the acceptance of formative multiple choice exams? A utility analysis. Medical Teacher, 34(4), 292-296.
13. Leach, L. (2012). Optional self-assessment: Some tensions and dilemmas. Assessment & Evaluation in Higher Education, 37(2), 137-147.
14. Lin, J. W., & Lai, Y. C. (2019). User acceptance model of computer-based assessment: moderating effect and intention-behavior effect. Australasian Journal of Educational Technology, 35(1), 163-176.
15. Mazman, S. G., Usluel, Y. K., & Çevik, V. (2009). Social influence in the adoption process and usage of innovation: Gender differences. International Journal of Behavioral, Cognitive, Educational and Psychological Sciences, 1(4), 229-232.
16. McCarthy, J. (2017). Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models. Active Learning in Higher Education, 18(2), 127-141.
17. McLaughlin, T., & Yan, Z. (2017). Diverse delivery methods and strong psychological benefits: A review of online formative assessment. Journal of Computer Assisted Learning, 33(6), 562-574.
18. Nikou, S. A., & Economides, A. A. (2017a). Mobile-based assessment: Integrating acceptance and motivational factors into a combined model of self-determination theory and technology acceptance. Computers in Human Behavior, 68, 83-95.
19. Nikou, S. A., & Economides, A. A. (2017b). Mobile-based assessment: Investigating the factors that influence behavioral intention to use. Computers & Education, 109, 56-73.
20. Nikou, S. A., & Economides, A. A. (2019). Factors that influence behavioral intention to use mobile‐based assessment: A STEM teachers’ perspective. British Journal of Educational Technology, 50(2), 587-600.
21. Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. Terzis, V., & Economides, A. A. (2011a). The acceptance and use of computer based assessment. Computers & Education, 56(4), 1032-1044.
22. Terzis, V., & Economides, A. A. (2011). Computer based assessment: Gender differences in perceptions and acceptance. Computers in Human Behavior, 27(6), 2108-2122.
23. Terzis, V., Moridis, C. N., & Economides, A. A. (2012). How student’s personality traits affect Computer Based Assessment Acceptance: Integrating BFI with CBAAM. Computers in Human Behavior, 28(5), 1985-1996.
24. Terzis, V., Moridis, C. N., & Economides, A. A. (2012). The effect of emotional feedback on behavioral intention to use computer based assessment. Computers & Education, 59(2), 710-721.
25. Terzis, V., Moridis, C. N., & Economides, A. A. (2013). Continuance acceptance of computer based assessment through the integration of user's expectations and perceptions. Computers & Education, 62, 50-61.
26. Terzis, V., Moridis, C. N., Economides, A. A., & Mendez, G. R. (2013). Computer based assessment acceptance: A cross-cultural study in Greece and Mexico. Journal of Educational Technology & Society, 16(3), 411-424.
27. Tuckman, B. (1999). A tripartite model of motivation for achievement: Attitude, drive strategy. Paper presented at American Psychological Association Conference, Boston, MA.
28. Usluel, Y. K., & Mazman, S. G. (2010). Eğitimde yeniliklerin yayılımı, kabulü ve benimsenmesi sürecinde yer alan öğeler: bir içerik analizi çalışması. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(39), 60-74.
29. World Economic Forum (2016). What are the 21st-century skills every student needs?. Retrieved June 23, 2018 from https://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-students/
30. Yurdugul, H., & Bayrak, F. (2014). The acceptance of web based formative assessment system for primary school students. Educational Sciences and Practice, 13(26), 167-186.