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
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.
Anahtar Kelimeler
Open Education open ended questions measurement, evaluation.
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 |
|---|---|
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Aralık 2020 |
| Gönderilme Tarihi | 27 Ağustos 2020 |
| Yayımlandığı Sayı | Yıl 2021 Cilt: 22 Sayı: 1 |