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Yıl 2021, Cilt 22, Sayı 1, 179 - 193, 31.12.2020
https://doi.org/10.17718/tojde.849903

Öz

Kaynakça

  • Atilgan, H., Kan, A., & Dogan, N. (2009). Egitimde olcme ve degerlendirme. Ani Yayincilik.
  • Bahar, M., Nartgun, Z., Durmus, S., & Bicak, B. (2010). Geleneksel-tamamlayici olcme ve degerlendirme teknikleri. Ankara: Pegem Akademi Yayincilik.
  • Dogan, N. (2013). Yazili yoklamalar. H. Atilgan (Ed.), Egitimde olcme ve degerlendirme icinde (145-168). Ankara: Ani Yayincilik.
  • Du Plessis, S., & Du Plessis, S. (2009). A new and direct test of the ‘gender bias’ in multiple-choice questions.
  • Duran, E., & Tufan, B. S. (2017). The Effect Of Open-Ended Questions And Multiple Choice Questions On Comprehension, International Journal of Languages’ Education and Teaching, 5(1), 242–254.
  • Eckes, T. (2005). Examining rater effects in TestDaF writing and speaking performance assessments: A many-facet Rasch analysis. Language Assessment Quarterly: An International Journal, 2(3), 197-221.

ASSESSMENT AND EVALUATION IN OPEN EDUCATION SYSTEM: STUDENTS’ OPINIONS ABOUT OPEN-ENDED QUESTION (OEQ) PRACTICE

Yıl 2021, Cilt 22, Sayı 1, 179 - 193, 31.12.2020
https://doi.org/10.17718/tojde.849903

Öz

The aim of this study is to determine students’ opinions about open-ended question exam practice during 2018-2019 academic year for the following programs of Anadolu University Open Education System: Economy, Hospitality Management, Philosophy, History, Sociology, and Turkish Language and Literature. The study was designed as a quantitative study that describes an existing situation. The measurement tool developed to achieve that purpose includes 5 Likert type questions, 8 closed-ended question – 3 of which are yes-no questions-, and 2 open-ended questions. The data were collected between February 14th 2020 and February 16th 2020 and 3236 students responded to the tool in total. Percentage-frequency tables and graphs were used for the analysis of the data collected. Since each question in the tool measured a different and independent dimension of the research, the tool was not taken as a scale, so each question was analyzed separately. The data were recoded for certain questions and chi-square analysis was done by using “age”, “gender” and “the program they attend” variables. The results of the study showed that majority of the participants find open-ended questions more difficult than multiple-choice questions and have negative opinions about open-ended questions in terms of measuring subject matter competency and fair assessment.

Kaynakça

  • Atilgan, H., Kan, A., & Dogan, N. (2009). Egitimde olcme ve degerlendirme. Ani Yayincilik.
  • Bahar, M., Nartgun, Z., Durmus, S., & Bicak, B. (2010). Geleneksel-tamamlayici olcme ve degerlendirme teknikleri. Ankara: Pegem Akademi Yayincilik.
  • Dogan, N. (2013). Yazili yoklamalar. H. Atilgan (Ed.), Egitimde olcme ve degerlendirme icinde (145-168). Ankara: Ani Yayincilik.
  • Du Plessis, S., & Du Plessis, S. (2009). A new and direct test of the ‘gender bias’ in multiple-choice questions.
  • Duran, E., & Tufan, B. S. (2017). The Effect Of Open-Ended Questions And Multiple Choice Questions On Comprehension, International Journal of Languages’ Education and Teaching, 5(1), 242–254.
  • Eckes, T. (2005). Examining rater effects in TestDaF writing and speaking performance assessments: A many-facet Rasch analysis. Language Assessment Quarterly: An International Journal, 2(3), 197-221.

Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Articles
Yazarlar

Nejdet KARADAG (Sorumlu Yazar)
Anadolu University, 26470, Eskisehir, Turkey
0000-0002-9826-1297
Türkiye


Belgin BOZ YUKSEKDAG
Anadolu University, 26470, Eskisehir, Turkey
0000-0003-2862-3544
Türkiye


Murat AKYILDIZ Bu kişi benim
Anadolu University, 26470, Eskisehir, Turkey
Türkiye


Ali Ihsan IBILEME Bu kişi benim
Anadolu University Computer Research Center, Eskisehir, Turkey
Türkiye

Yayımlanma Tarihi 31 Aralık 2020
Başvuru Tarihi 27 Ağustos 2020
Kabul Tarihi
Yayınlandığı Sayı Yıl 2021, Cilt 22, Sayı 1

Kaynak Göster

APA Karadag, N. , Boz Yuksekdag, B. , Akyıldız, M. & Ibıleme, A. I. (2020). ASSESSMENT AND EVALUATION IN OPEN EDUCATION SYSTEM: STUDENTS’ OPINIONS ABOUT OPEN-ENDED QUESTION (OEQ) PRACTICE . Turkish Online Journal of Distance Education , 22 (1) , 179-193 . DOI: 10.17718/tojde.849903