Acil Uzaktan Öğretimde ve Sonrasında Değerlendirme Uygulamaları: Akademisyenlerin Deneyimlerinin ve Değerlendirme Okuryazarlığı Düzeylerinin Araştırılması

Year 2023, Volume: 5 Issue: 2, 210 - 236, 31.12.2023

Beyza Aksu Dünya , Mehmet Can Demir , Sema Sulak , Eda Akdoğdu Yıldız , Evrim Güler

Abstract

Bu çalışma, acil uzaktan eğitim sırasında ve sonrasında değerlendirmeye ilişkin akademisyenlerin algılarını ve uygulamalarını araştırmayı ve karşılaştırmayı amaçlamaktadır. Araştırma kapsamında, iki farklı zaman dilimindeki akademisyen deneyimlerini, zorluklarını ve ihtiyaçlarını anlamaya odaklanılmıştır. İlk aşamada, pandemi nedeniyle acil uzaktan eğitimin uygulandığı Temmuz ve Ağustos 2020'de çeşitli disiplinlerden 54 öğretim üyesiyle 19 yarı yapılandırılmış odak grup görüşmesi gerçekleştirilmiştir. Sonraki aşamada, pandemi koşullarının ortadan kalkmasının ardından ayrı bir grup öğretim üyesiyle (4 kişi) görüşülmüştür. Görüşmelerden elde veriler MaxQDA yardımıyla nitel tematik analiz yaklaşımı kullanılarak analiz edilmiştir. Çalışmanın bulguları, acil durum uzaktan öğretimi sırasında değerlendirme uygulamalarının akademisyenleri mesleki gelişimi, öğrenci motivasyonu ve Öğrenme Yönetim Sistemlerinin işlevselliğinden güçlü bir şekilde etkilendiğini göstermektedir. Ayrıca, çalışma, akademisyenlerin değerlendirme alışkanlıklarının ve uygulamalarının acil uzaktan öğretim sürecinden sonra değiştiğini ortaya koymaktadır. Bu bulgulara dayanarak, yükseköğretim kurumlarına mesleki gelişim fırsatlarını artırmaları ve değişen değerlendirme uygulamalarına uyum sağlamada akademisyenleri desteklemeleri için önerilerde bulunulmuştur.

Keywords

öğrenci değerlendirmesi, acil uzaktan eğitim, akademik personel gelişimi

Supporting Institution

TÜBİTAK

Project Number

120K190

Assessment Practices in and Beyond Emergency Remote Teaching: Exploring Faculty Experiences and Levels of Assessment Literacy

Abstract

This study aims to investigate and compare faculty perceptions and practices regarding assessment during and after emergency remote teaching. The research focuses on understanding faculty experiences, challenges, and needs in these two distinct time frames. In the initial phase, 19 semi-structured focus group meetings were conducted with 54 faculty members from various disciplines during July and August 2020, when emergency remote teaching was implemented due to the pandemic. In the subsequent phase, a separate group of faculty members (4 persons) were interviewed after the resolution of pandemic conditions. The study specifically examines faculty perspectives and practices related to assessment. The collected data were analyzed using a qualitative thematic analysis approach with the assistance of MaxQDA. The findings of the study indicate that assessment practices during emergency remote teaching were strongly influenced by faculty professional development, student motivation, and the functionality of Learning Management Systems. Moreover, the study reveals that faculty members' assessment habits and practices were modified after experiencing emergency remote teaching. Based on these findings, recommendations are provided for higher education institutions to enhance professional development opportunities and support faculty in adapting to changing assessment practices.

Keywords

student assessment, emergency remote teaching, faculty development

Project Number

120K190

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