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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

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.

Supporting Institution

TÜBİTAK

Project Number

120K190

References

  • Astiandani, F. R., & Anam, S. (2021). EFL teachers’ perceptions towards the implementation of online formative assessment amidst the COVID- 19 pandemic. ELT Worldwide: Journal of English Language Teaching, 8(2), 269–277.
  • Bozkurt, A. (2020). Koronavirüs (COVID-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması [Evaluations on education in the world during and after Coronavirus (COVID-19) pandemic: New normal and new education paradigm]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 112-142. https://dergipark.org.tr/en/pub/auad/issue/56247/773769
  • Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., ... Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-–126. https://doi.org/10.5281/zenodo.3878572
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Chan, C. K. Y. (2023). A review of the changes in higher education assessment and grading policy during covid-19. Assessment & Evaluation in Higher Education, 48(6), 874-887. https://doi.org/10.1080/02602938.2022.2140780
  • Chapman, C., & Bell, I. (2020). Building back better education systems: Equity and COVID-19. Journal of Professional Capital and Community, 5(3/4), 227-236. https://doi.org/10.1108/JPCC-07-2020-0055
  • Condon, W., Iverson, E. R., Manduca, C. A., Rutz, C., & Willett, G. (2016). Faculty development and student learning: Assessing the connections. Indiana University Press.
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 1-6. https://doi.org/10.1007/s11125-020-09464-3
  • Doodle (2019). Doodle AG. Available from https://doodle.com/en/
  • Farrington, R. (2020, March 30). Colleges go to pass-fail due to coronavirus concerns: what does this mean to students? Forbes. https://www.forbes.com/sites/robertfarrington/2020/03/30/colleges-go-to-pass-fail-due-to-coronavirus-concerns-what-does-this-mean-for-students/?sh=37fb4d4e7eaa
  • Flaherty, C. (2020, April 23). Grading for pandemic: How lenient, or not, should professors be with students right now? Inside Higher Ed. https://www.insidehighered.com/news/2020/04/23/how-lenient-or-not-should-professors-be-students-right-now
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Jensen, T., Marinoni, G., & Van’t Land, H. (2022). Higher education one year into the COVID-19 pandemic, second IAU global survey report. International Association of Universities (IAU).
  • Knapper, C. (2010). Changing Teaching Practice: Barriers and Strategies. In J. Christensen Hughes & J. Mighty (Eds.), Taking Stock: Research on Teaching and Learning in Higher Education (pp. 229-242). McGill-Queen’s University Press.
  • Kruger, R. A., & Casey, M. A. (2009). Focus groups: A practical guide for applied research (4th ed.). Sage.
  • Küppers, B., & Schroeder, U. (2020). Teacher’s perspective on e-assessment. In Proceedings of the 12th International Conference on Computer Supported Education—Vol. 1: CSEDU, CSEDU 2020—12th International Conference on Computer Supported Education, Online Streaming, 02 May 2020–04 May 2020 (pp. 495–502). SciTe Press. ISBN 978-989-758-417-6. https://doi.org/10.5220/0009578004950502.
  • Ladyshewsky, R. K. (2015). Post-graduate student performance in ‘supervised in-class’ vs. ‘unsupervised online’ multiple choice tests: implications for cheating and test security. Assessment & Evaluation in Higher Education, 40(7), 883-897. http://dx.doi.org/10.1080/02602938.2014.956683
  • MaxQDA 24-Teamwork (2018). VERBI Software. Berlin, Germany: VERBI Software. Available from https://www.maxqda.com/help.php?version=max18&pdf=1&id=34886
  • Mellar, H., Peytcheva-Forsyth, R., Kocdar, S., Karadeniz, A., & Yovkova, B. (2018). Addressing cheating in e-assessment using student authentication and authorship checking systems: teachers’ perspectives. International Journal for Educational Integrity, 14(1), 1-21. https://doi.org/10.1007/s40979-018-0025-x
  • Mirza, H. S. (2021). University teachers’ perceptions of online assessment during the COVID-19 pandemic in Lebanon. American Academic & Scholarly Research Journal, 11(10).
  • Munoz, A., & Mackay, J. (2019). An online testing design choice typology towards cheating threat minimisation. Journal of University Teaching & Learning Practice, 16(3), 5. https://ro.uow.edu.au/jutlp/vol16/iss3/5
  • National Research Council (2001). Knowing what students know: The science and design of educational assessment. National Academies Press. https://doi.org/10.17226/10019
  • O'Keefe, L., Rafferty, J., Gunder, A., & Vignare, K. (2020). Delivering high-quality instruction online in response to COVID-19: Faculty playbook. Online Learning Consortium.
  • Rossiter, S. (2020, Jun 21). Cheating becoming an unexpected Covid-19 side effect for universities. CBC News. https://www.cbc.ca/news/canada/edmonton/cheating-becoming-an-unexpected-covid-19-side-effect-for-universities-1.5620442
  • Parthasarathy, S., & Murugesan, S. (2020). Overnight Transformation to online education due to the COVID-19 pandemic: Lessons learned. eLearn, 2020(9), 1-9.
  • Şenel, S., & Şenel, H. C. (2021). Remote assessment in higher education during COVID-19 pandemic. International Journal of Assessment Tools in Education, 8(2), 181-199. https://doi.org/10.21449/ijate.820140
  • Taylor K. L., & Rege Colet N. (2010). Making the shift from faculty development to educational development: A conceptual framework grounded in practice. In A. Saroyan & M. Frenay (Eds.), Building teaching capacities in higher education: A comprehensive international model (pp. 139-167). Stylus.
  • UNESCO (2002). Open and distance learning: Trends, policy and strategy considerations. https://unesdoc.unesco.org/ark:/48223/pf0000128463
  • UNESCO (2020). School closures caused by Coronavirus (COVID-19). https://en.unesco.org/covid19/educationresponse
  • Unger, S., & Meiran, W. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science (IJTES), 4(4), 256-266. https://doi.org/10.46328/ijtes.v4i4.107
  • Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 6(5), 100-110. https://doi.org/10.5430/jnep.v6n5p100
  • VERBI Software. (2020). MAXQDA 2020 [computer software]. Berlin, Germany: VERBI Software. Available from https://www.maxqda.com
  • Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114. https://doi.org/10.1080/17439884.2020.1761641
  • WHO (2020). Coronavirus disease (COVID-19) pandemic. World Health Organization. https://www.who.int/emergencies/diseases/novel-coronavirus-2019
  • Yorke, M. (2013). Surveys of the student experience and the politics of feedback. In S. Merry, M. Price, D. Carless, & M. Taras (Eds.), Reconceptualising feedback higher education: Developing dialogue with students (pp 6-18). Routledge.
  • Zhang, C., Yan, X., & Wang, J. (2021). EFL teachers’ online assessment practices during the COVID-19 pandemic: Changes and mediating factors. The Asia-Pacific Education Researcher, 30, 499-507. https://doi.org/10.1007/s40299-021-00589-3

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

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

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.

Project Number

120K190

References

  • Astiandani, F. R., & Anam, S. (2021). EFL teachers’ perceptions towards the implementation of online formative assessment amidst the COVID- 19 pandemic. ELT Worldwide: Journal of English Language Teaching, 8(2), 269–277.
  • Bozkurt, A. (2020). Koronavirüs (COVID-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması [Evaluations on education in the world during and after Coronavirus (COVID-19) pandemic: New normal and new education paradigm]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 112-142. https://dergipark.org.tr/en/pub/auad/issue/56247/773769
  • Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., ... Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-–126. https://doi.org/10.5281/zenodo.3878572
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Chan, C. K. Y. (2023). A review of the changes in higher education assessment and grading policy during covid-19. Assessment & Evaluation in Higher Education, 48(6), 874-887. https://doi.org/10.1080/02602938.2022.2140780
  • Chapman, C., & Bell, I. (2020). Building back better education systems: Equity and COVID-19. Journal of Professional Capital and Community, 5(3/4), 227-236. https://doi.org/10.1108/JPCC-07-2020-0055
  • Condon, W., Iverson, E. R., Manduca, C. A., Rutz, C., & Willett, G. (2016). Faculty development and student learning: Assessing the connections. Indiana University Press.
  • Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 1-6. https://doi.org/10.1007/s11125-020-09464-3
  • Doodle (2019). Doodle AG. Available from https://doodle.com/en/
  • Farrington, R. (2020, March 30). Colleges go to pass-fail due to coronavirus concerns: what does this mean to students? Forbes. https://www.forbes.com/sites/robertfarrington/2020/03/30/colleges-go-to-pass-fail-due-to-coronavirus-concerns-what-does-this-mean-for-students/?sh=37fb4d4e7eaa
  • Flaherty, C. (2020, April 23). Grading for pandemic: How lenient, or not, should professors be with students right now? Inside Higher Ed. https://www.insidehighered.com/news/2020/04/23/how-lenient-or-not-should-professors-be-students-right-now
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Jensen, T., Marinoni, G., & Van’t Land, H. (2022). Higher education one year into the COVID-19 pandemic, second IAU global survey report. International Association of Universities (IAU).
  • Knapper, C. (2010). Changing Teaching Practice: Barriers and Strategies. In J. Christensen Hughes & J. Mighty (Eds.), Taking Stock: Research on Teaching and Learning in Higher Education (pp. 229-242). McGill-Queen’s University Press.
  • Kruger, R. A., & Casey, M. A. (2009). Focus groups: A practical guide for applied research (4th ed.). Sage.
  • Küppers, B., & Schroeder, U. (2020). Teacher’s perspective on e-assessment. In Proceedings of the 12th International Conference on Computer Supported Education—Vol. 1: CSEDU, CSEDU 2020—12th International Conference on Computer Supported Education, Online Streaming, 02 May 2020–04 May 2020 (pp. 495–502). SciTe Press. ISBN 978-989-758-417-6. https://doi.org/10.5220/0009578004950502.
  • Ladyshewsky, R. K. (2015). Post-graduate student performance in ‘supervised in-class’ vs. ‘unsupervised online’ multiple choice tests: implications for cheating and test security. Assessment & Evaluation in Higher Education, 40(7), 883-897. http://dx.doi.org/10.1080/02602938.2014.956683
  • MaxQDA 24-Teamwork (2018). VERBI Software. Berlin, Germany: VERBI Software. Available from https://www.maxqda.com/help.php?version=max18&pdf=1&id=34886
  • Mellar, H., Peytcheva-Forsyth, R., Kocdar, S., Karadeniz, A., & Yovkova, B. (2018). Addressing cheating in e-assessment using student authentication and authorship checking systems: teachers’ perspectives. International Journal for Educational Integrity, 14(1), 1-21. https://doi.org/10.1007/s40979-018-0025-x
  • Mirza, H. S. (2021). University teachers’ perceptions of online assessment during the COVID-19 pandemic in Lebanon. American Academic & Scholarly Research Journal, 11(10).
  • Munoz, A., & Mackay, J. (2019). An online testing design choice typology towards cheating threat minimisation. Journal of University Teaching & Learning Practice, 16(3), 5. https://ro.uow.edu.au/jutlp/vol16/iss3/5
  • National Research Council (2001). Knowing what students know: The science and design of educational assessment. National Academies Press. https://doi.org/10.17226/10019
  • O'Keefe, L., Rafferty, J., Gunder, A., & Vignare, K. (2020). Delivering high-quality instruction online in response to COVID-19: Faculty playbook. Online Learning Consortium.
  • Rossiter, S. (2020, Jun 21). Cheating becoming an unexpected Covid-19 side effect for universities. CBC News. https://www.cbc.ca/news/canada/edmonton/cheating-becoming-an-unexpected-covid-19-side-effect-for-universities-1.5620442
  • Parthasarathy, S., & Murugesan, S. (2020). Overnight Transformation to online education due to the COVID-19 pandemic: Lessons learned. eLearn, 2020(9), 1-9.
  • Şenel, S., & Şenel, H. C. (2021). Remote assessment in higher education during COVID-19 pandemic. International Journal of Assessment Tools in Education, 8(2), 181-199. https://doi.org/10.21449/ijate.820140
  • Taylor K. L., & Rege Colet N. (2010). Making the shift from faculty development to educational development: A conceptual framework grounded in practice. In A. Saroyan & M. Frenay (Eds.), Building teaching capacities in higher education: A comprehensive international model (pp. 139-167). Stylus.
  • UNESCO (2002). Open and distance learning: Trends, policy and strategy considerations. https://unesdoc.unesco.org/ark:/48223/pf0000128463
  • UNESCO (2020). School closures caused by Coronavirus (COVID-19). https://en.unesco.org/covid19/educationresponse
  • Unger, S., & Meiran, W. (2020). Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science (IJTES), 4(4), 256-266. https://doi.org/10.46328/ijtes.v4i4.107
  • Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 6(5), 100-110. https://doi.org/10.5430/jnep.v6n5p100
  • VERBI Software. (2020). MAXQDA 2020 [computer software]. Berlin, Germany: VERBI Software. Available from https://www.maxqda.com
  • Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114. https://doi.org/10.1080/17439884.2020.1761641
  • WHO (2020). Coronavirus disease (COVID-19) pandemic. World Health Organization. https://www.who.int/emergencies/diseases/novel-coronavirus-2019
  • Yorke, M. (2013). Surveys of the student experience and the politics of feedback. In S. Merry, M. Price, D. Carless, & M. Taras (Eds.), Reconceptualising feedback higher education: Developing dialogue with students (pp 6-18). Routledge.
  • Zhang, C., Yan, X., & Wang, J. (2021). EFL teachers’ online assessment practices during the COVID-19 pandemic: Changes and mediating factors. The Asia-Pacific Education Researcher, 30, 499-507. https://doi.org/10.1007/s40299-021-00589-3
There are 36 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Beyza Aksu Dünya 0000-0003-4994-1429

Mehmet Can Demir 0000-0001-7849-7078

Sema Sulak 0000-0002-2849-321X

Eda Akdoğdu Yıldız 0000-0003-4374-4379

Evrim Güler 0000-0002-7226-4748

Project Number 120K190
Early Pub Date November 16, 2023
Publication Date December 31, 2023
Submission Date July 15, 2023
Acceptance Date October 14, 2023
Published in Issue Year 2023 Volume: 5 Issue: 2

Cite

APA Dünya, B. A., Demir, M. C., Sulak, S., Akdoğdu Yıldız, E., et al. (2023). Acil Uzaktan Öğretimde ve Sonrasında Değerlendirme Uygulamaları: Akademisyenlerin Deneyimlerinin ve Değerlendirme Okuryazarlığı Düzeylerinin Araştırılması. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(2), 210-236.