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The improvements in technology made technology tools invade almost every field, including education. Online assessment tools have various functions for students and teachers. Students are able to use their mobile devices in the classroom, while teachers are able to use the tools for formative and summative evaluation purposes and for getting to know their students. Teachers also get feedback on their instructional practices by analyzing student responses. Previous studies found that undergraduate students in Faculty of Education in Turkey do not have a very positive attitude for geography courses, because most of the students take geography courses almost every year until they enter the university. The aim of this study is to determine the effect of in-class online assessment tools on the attitudes of students at undergraduate level towards geography courses. In addition, the changes in students’ attitudes are examined for various variables. The study was designed in a quasi-experimental model with experiment and control groups. The study also implemented pre-tests and post-tests. Geography Attitude Scale developed by Sözen (2019) was used as data collection tool. The study’s sample consists of 70 students whose majors are Primary School Teacher in Faculty of Education. An online assessment tool was implemented for seven weeks in experiment group, while the control group did not receive the said tool. The study found that using online assessment tools significantly improved students’ attitude towards geography course.

The goal of this study is to compare traditional peer evaluation and online peer evaluation in order to identify which method is more effective in evaluating peers. Qualitative research method was used in this study to understand pre-service teachers' opinions on different peer evaluation techniques. The study was carried out in a state university in Turkey. The sample consisted of 58 second year pre-service teachers majoring in primary school teacher program who enrolled in "Instructional Technologies and Material Development" course. Pre-service teachers were divided into 11 groups, with five or six students in each group. Participation was voluntary and the students in each group actively participated in the traditional and online peer assessment activities. The analyses of the data were done via content analysis, by creating categories and then themes. The themes that emerged as a result of the analysis of the data collected within the study were (1) objectivity, (2) evaluation criteria, (3) interaction, and (4) attributes of the online evaluation platform. The study concluded that a combination of peer and instructor evaluation and even selfassessment can give a better validity and objectivity of assessment.

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Bu çalışmanın amacı, fen bilimleri derslerinde öğretim amacıyla öğrencilerin tablet ya da bilgisayar kullanma durumu ile öğrencilerin fen başarısı arasındaki ilişkiyi belirlemektir. Öğrencilerin öğrenme amaçlı tablet ve bilgisayar kullanım sıklığı ile öğrenci başarısı arasındaki ilişkiyi araştıran bu çalışmada nicel araştırma yöntemlerinden ilişkisel tarama metodu kullanılmıştır. Bu araştırmanın çalışma grubunu TIMSS 2019 sınavına 8. sınıf düzeyinde katılan ülkelerden seçilmiş üç farklı ülkenin öğrencileri oluşturmaktadır. TIMSS 2019 sınavına 8. sınıf düzeyinde 39 ülke katılmıştır. Bu 39 ülke içinden üç ülke iki aşamada seçilerek bu çalışmaya dâhil edilmiştir. Bunlar yüksek seviyeden Singapur, orta seviyeden Türkiye ve düşük seviyeden Gürcistan olarak belirlenmiştir. Araştırmanın verileri ise herkese açık olan TIMSS 2019 veri tabanı kullanılarak öğrenci ölçeğinden ve öğrencilerin fen bilimleri sınav sonuçlarından elde edilmiştir. Bu çalışmada öğrencilere uygulanan ölçekteki "Öğrenme amaçlı olarak ne sıklıkla bir bilgisayar ya da tablet kullanıyorsunuz?" sorusuna verilen cevaplar incelenmiştir. Bu araştırmanın veri analizinde nicel araştırma yöntemlerinde sıklıkla kullanılan çoklu doğrusal regresyon analiz tekniği kullanılmıştır. Elde edilen bulgular incelendiğinde araştırmaya dâhil edilen üç ülkede de öğrencilerin öğrenme amaçlı tablet ve bilgisayar kullanım sıklığı arttıkça başarılarının anlamlı bir şekilde azaldığı görülmüştür.