Çevrimiçi Değerlendirme Sistemlerinin Eğitimde Kullanımı: Bir İçerik Analizi

Abstract

With the spread of technological innovations in education, it is seen that studies on online evaluation systems that are a part of distance education have intensified in recent years. Online evaluation systems can be defined as systems where questions are transmitted to students via the internet and answers are given using mouse and keyboard. This study aims to evaluate the studies conducted on the online evaluation system with the content analysis method. In this context, between the years of 1987-2018, OPAC, Google Schollar ve YOK databases were analyzed in detail, covering a total of 86 publications and research doctoral studies. Percentage and frequency, which are among the descriptive statistical methods, were used in the analysis of the obtained data. As a result of the content analysis, it has been found that there has been an increase in the studies conducted on the online evaluation systems in recent years. In addition, in the majority of these studies, it is determined that as a main analysis method in quantitative design, generally interpretive statistics are used. Also another finding indicates that USA, Turkey and UK are the major countries, dominating in this field.

An Investigation of Students’ Preferences, Satisfaction and Performance in Online Assessment Amidst the COVID-19 Pandemic in Türkiye

“…Additionally, students report that they feel more comfortable, fast, productive, and secure in online exams than traditional exams (Saban et al, 2010). There are also particular limitations and disadvantages of online testing, such as the requirement of a computer and internet access, safety issues surrounding online exam cheating, and some communication problems (Arslan & Yetgin, 2020;Anderson et al, 2005, as cited in Sırakaya et al, 2015.…”

“…The e-assessment system has been an alternative method even before the Covid 19 pandemic, and there is vast quantitative and qualitative literature dealing with different dimensions of online testing. For example, in a content analysis study by Arslan and Yetgin (2020), who reviewed the studies on the online assessment between 1987 and 2018, it was found that there were many papers on students' attitudes and opinions towards online examinations and online exam systems (Yenilmez et al, 2005, Yağcı et al, 2015, online assessment and evaluation (Callı et al, 2003;Battal et al, 2010;Nguyen et al, 2017), reliability of online exams (Gül & Doğan, 2011;Sakal & Güvenç, 2016;Keskin & Güneş, 2015), and testing modality and its effects (Alexander et al, 2001;Clariana and Wallace 2002;Oduntan et al, 2015).…”