Üniversite Öğrencilerinin Web Tabanlı Biçimlendirmeye Yönelik Değerlendirme Sistemini Kabul Durumlarının İncelenmesi

Year 2020, Volume: 35 Issue: Special Issue, 25 - 36, 30.09.2020

Fatma Gizem Karaoğlan Yılmaz , Ramazan Yılmaz Tuğba Öztürk

Abstract

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.

Keywords

Anlık dönüt, web tabanlı biçimlendirmeye yönelik değerlendirme, kabul durumları

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

Abstract

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.

Keywords

Web-based formative assessment, instant feedback, acceptance

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