Öğrenenlerin E-Değerlendirmeye Dayalı Kişiselleştirilmiş Geri Bildirim Yollarının İncelenmesi

Year 2022, Volume: 30 Issue: 2, 411 - 426, 29.04.2022

Sevil Orhan Özen , Zühal Cubukcu

https://doi.org/10.24106/kefdergi.825787

Abstract

Araştırmanın amacı, öğrenenlerin e-değerlendirmeye dayalı geri bildirim tercihleri ve ihtiyaçlarına göre kişiselleştirilmiş geri bildirim yollarını incelemektir. Araştırmada tasarım tabanlı araştırma yöntemi kullanılmaktadır. 36 öğrenenden oluşan çalışma grubu, ölçüt örnekleme yöntemi ile belirlenmiştir. Güdülenme ve Üstbiliş ölçekleri, öğrenme yönetim sistemi kayıtları ve yarı yapılandırılmış görüşme formu veri toplama araçlarıdır. Veri analizi için betimsel analiz teknikleri, Ki-Kare bağımsızlık testi, Çoklu Uyum analizi ve içerik analizi, ayrıca bulguların sentezlenmesi için benzeşim ve gruplama yöntemleri kullanılmıştır. Sonuçta bir dizi kişiselleştirilmiş geri bildirim stratejileri kurulmuştur.

Keywords

geri bildirim, kişiselleştirilmiş geri bildirim, kişisel özellikler, e-değerlendirme

An Investigation of the Learners' Personalized Feedback Paths Based on E-Assessment

Abstract

Purpose: The purpose of the research is to investigate personalized feedback paths of learners based on e-assessment
according to the feedback preferences of learners and their needs.
Methodology: The design-based research method consisting of two stages was used in this study. The study group comprised
of 36 undergraduates in the department of Computer and Instructional Technology in the Education Faculty in one of the state
universities was determined based on criterion sampling method. The data collection process has carried out with the same
study group at both design stages by using blended learning method. Data collection tools are consisted of Motivation and
Metacognition scales, learning management system records and semi-structured interview form. The descriptive analysis
methods, Chi-Square independence test, multiple correspondence analysis, and content analysis have been used for data
analysis.
Findings: According to the findings of the research, the effect of test anxiety and extrinsic goal orientation from motivation
sources, metacognition, the judgment of learning and task level variables have determined on feedback preferences of the
learner. Classify by these characteristics, a number of personalized feedback strategies have been developed based on the
learner's preferences and needs for feedback. In addition, it was found that learners wanted to get feedback from teachers
rather than peers because they found teacher’s feedback more qualified and they did not trust their peers' feedback.
Highlights: In order to use the personalized feedback strategies developed in the research in different research groups and
training programs, it should be important that the system is similar to those in this study. These should be similar systems that
determine both the learner's preference and the needs for feedback according to the learner characteristics to support learning
performance. Otherwise, it is thought that will be out of the context of personalization.

Keywords

Feedback, . Personalized feedback, Personal characteristics, E-assessment

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