The Use of Digital Technologies in the Measurement and Evaluation Processes of the Maarif Model of the Century of Turkiye Curriculum: A Case Study in the Example of Imam-Hatip High School
Abstract
Today, the dizzying developments in technology have made it necessary to utilize technology in education and measurement and evaluation processes. Utilizing only traditional measurement and evaluation methods and tools has become insufficient. As a matter of fact, in the common text of the Maarif Model of the Century of Türkiye Curriculum, which has started to be implemented as of the 2024-2025 Academic Year, it has been emphasized that digital technologies should be utilized in measurement and evaluation processes. The Maarif Model of the Century of Türkiye Curriculum has started to be implemented gradually in the 2024-2025 Academic Year without a pilot application. For this reason, the problems and deficiencies that may be encountered during the implementation of the program are unknown. Field research will contribute to the program development process. This research aims to determine the use of digital technologies in religious education measurement and evaluation processes. The use of digital technologies in the measurement and evaluation processes of the Anatolian Imam Hatip High School Basic Religious Knowledge course, which is taught according to the Maarif Model of the Century of Türkiye, which was implemented for the first time in the 2024-2025 academic year when the study was prepared for publication, was examined. Research findings were obtained from classroom observations regarding the use of digital applications in the measurement and evaluation processes of the 9th Grade Basic Religious Knowledge Course, which is processed in accordance with the Maarif Model of the Century of Türkiye Curriculum, and interviews with teachers and students. In the research conducted in the case study design, the data were analyzed with content analysis. As a result, it was found that in the Maarif Model of the Century of Türkiye measurement and evaluation processes, teachers used the smart board the most among digital tools-applications, did not prefer the Education Information Network (EBA), only a number of teachers used e-content, they did not use external links for end-of-unit evaluation; self-evaluation, group evaluation, peer evaluation forms presented with QR codes could not be used by teachers, and teachers did not include digital games in their lessons. Based on these findings, it is possible to say that the use of digital technology in measurement and evaluation processes is not at a sufficient level and that teachers need training in this regard.
Keywords
The Maarif Model of the Century of Türkiye Curriculum , Measurement and Evaluation , Formative Evaluation , Digital Technologies , Religious Education , Imam Hatip Schools
Kaynakça
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