What Do Academicians in the Field Think About Conducting Measurement and Evaluation Processes Face-to-Face and Distance?

Yıldız Yıldırım; Melek Gülşah Şahin

Article Details

What Do Academicians in the Field Think About Conducting Measurement and Evaluation Processes Face-to-Face and Distance?

Authors:

Yıldız Yıldırım | Melek Gülşah Şahin

Publisher:

Kirsehir Ahi Evran University

Main Topics:

Sınıfiçi Ölçme Uygulamaları

Journal:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.1217-1258

Document Type:

Article

Publication Date:

8/2024

Document Language:

Turkish

Document ID (Org No.):

2001326042

pISSN:

2147-1037

Keywords:

Abstract:

 This research, which is a basic qualitative research, aims to examine the opinions of academics working in the field of measurement and assessment and who teaching measurement and assessment courses about the measurement and assessment processes they carry out face to face and distance. Within the scope of the research Opinion Form for Face-to-Face and Distance Measurement and Assessment Processes was applied to 17 faculty members who worked in the education faculties of universities and conducted the both face-to-face and distance Measurement and Assessment course and carried out the measurement and assessment processes in these ways. The data obtained from the form was subjected to content analysis. As a result of the content analysis, four themes were found: measurement tools, reliability, content validity and exam security. Within the scope of face-to-face and remote measurement and assessment processes, frequencies were determined for the categories and subcategories related to these themes and the results were interpreted. As a result of the research, it was determined that academicians preferred multiple choice tests as measurement tools in both face-to-face and remote measurement and assessment processes. Academics have stated that the measurements have high reliability when the process is carried out face to face, but low reliability when carried out remotely. Although they state that content validity is high or evidence has been provided in both types of applications, the number of academics who state this for distance measurement and assessment processes is less. They reported that exam security was higher in face-to-face measurement and assessment processes. Finally, it was determined that their preferred application type was face-to-face.

 This research, which is a basic qualitative research, aims to examine the opinions of academics working in the field of measurement and assessment and who teaching measurement and assessment courses about the measurement and assessment processes they carry out face to face and distance. Within the scope of the research Opinion Form for Face-to-Face and Distance Measurement and Assessment Processes was applied to 17 faculty members who worked in the education faculties of universities and conducted the both face-to-face and distance Measurement and Assessment course and carried out the measurement and assessment processes in these ways. The data obtained from the form was subjected to content analysis. As a result of the content analysis, four themes were found: measurement tools, reliability, content validity and exam security. Within the scope of face-to-face and remote measurement and assessment processes, frequencies were determined for the categories and subcategories related to these themes and the results were interpreted. As a result of the research, it was determined that academicians preferred multiple choice tests as measurement tools in both face-to-face and remote measurement and assessment processes. Academics have stated that the measurements have high reliability when the process is carried out face to face, but low reliability when carried out remotely. Although they state that content validity is high or evidence has been provided in both types of applications, the number of academics who state this for distance measurement and assessment processes is less. They reported that exam security was higher in face-to-face measurement and assessment processes. Finally, it was determined that their preferred application type was face-to-face.

 This research, which is a basic qualitative research, aims to examine the opinions of academics working in the field of measurement and assessment and who teaching measurement and assessment courses about the measurement and assessment processes they carry out face to face and distance. Within the scope of the research Opinion Form for Face-to-Face and Distance Measurement and Assessment Processes was applied to 17 faculty members who worked in the education faculties of universities and conducted the both face-to-face and distance Measurement and Assessment course and carried out the measurement and assessment processes in these ways. The data obtained from the form was subjected to content analysis. As a result of the content analysis, four themes were found: measurement tools, reliability, content validity and exam security. Within the scope of face-to-face and remote measurement and assessment processes, frequencies were determined for the categories and subcategories related to these themes and the results were interpreted. As a result of the research, it was determined that academicians preferred multiple choice tests as measurement tools in both face-to-face and remote measurement and assessment processes. Academics have stated that the measurements have high reliability when the process is carried out face to face, but low reliability when carried out remotely. Although they state that content validity is high or evidence has been provided in both types of applications, the number of academics who state this for distance measurement and assessment processes is less. They reported that exam security was higher in face-to-face measurement and assessment processes. Finally, it was determined that their preferred application type was face-to-face.

 Temel nitel araştırma niteliğindeki bu araştırmada ölçme ve değerlendirme alanında çalışan ve ölçme ve değerlendirme dersi veren akademisyenlerin yüz yüze ve uzaktan yürüttükleri ölçme ve değerlendirme süreçleri hakkındaki görüşlerinin incelenmesi amaçlanmıştır. Araştırma kapsamında üniversitelerin eğitim fakültelerinde görev yaparak Ölçme ve Değerlendirme dersini hem yüz yüze hem uzaktan eğitim sürecinde yürüterek ölçme ve değerlendirme süreçlerini de bu yollarla gerçekleştiren 17 öğretim üyesine Yüz Yüze ve Uzaktan Ölçme ve Değerlendirme Süreçlerine Yönelik Görüş Formu uygulanmıştır. Formdan elde edilen veriler içerik analizine tabi tutulmuştur. İçerik analizi sonucunda ölçme araçları, güvenirlik, kapsam geçerliği ve sınav güvenliği olmak üzere dört tema bulunmuştur. Yüz yüze ve uzaktan ölçme ve değerlendirme süreçleri kapsamında bu temalara ilişkin kategori ve alt kategoriler için frekanslar belirlenerek sonuçlar yorumlanmıştır. Araştırmanın sonucunda akademisyenlerin hem yüz yüze hem uzaktan ölçme ve değerlendirme süreçlerinde ölçme aracı olarak çoktan seçmeli testleri tercih ettikleri belirlenmiştir. Akademisyenler sürecin yüz yüze yürütüldüğünde ölçümlerin yüksek güvenirlikte, uzaktan yürütülmesinde ise düşük güvenirlikte olduğunu ifade etmişlerdir. Kapsam geçerliğinin ise her iki uygulama türünde de yüksek ya da kanıt sunulmuş olduğunu belirtmelerine rağmen uzaktan ölçme ve değerlendirme süreçleri için bunu belirten akademisyen sayısı daha azdır. Sınav güvenliğinin ise yine yüz yüze ölçme ve değerlendirme süreçlerinde daha yüksek olduğunu bildirmişlerdir. Son olarak tercih ettikleri uygulama türünün yüz yüze olduğu tespit edilmiştir.

Article Details

What Do Academicians in the Field Think About Conducting Measurement and Evaluation Processes Face-to-Face and Distance?

Authors:

Yıldız Yıldırım | Melek Gülşah Şahin

Publisher:

Kirsehir Ahi Evran University

Main Topics:

Sınıfiçi Ölçme Uygulamaları

Journal:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.1217-1258

Document Type:

Article

Publication Date:

8/2024

Document Language:

Turkish

Document ID (Org No.):

2001326042

pISSN:

2147-1037

Face-to-face Measurement and Assessment Process

Distance Measurement and Assessment Process

Measurement and Assessment

Content analysisYüz Yüze Ölçme ve Değerlendirme Süreci

Uzaktan Ölçme ve Değerlendirme Süreci

Ölçme ve Değerlendirme

İçerik Analizi

Issues

Article Details

Authors: Yıldız Yıldırım | Melek Gülşah Şahin

Publisher: Kirsehir Ahi Evran University

Main Topics: Sınıfiçi Ölçme Uygulamaları

Journal: Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.1217-1258

Document Type: Article

Publication Date: 8/2024

Document Language: Turkish

Document ID (Org No.): 2001326042

pISSN: 2147-1037

Issues

Authors:

Yıldız Yıldırım | Melek Gülşah Şahin

Publisher:

Kirsehir Ahi Evran University

Main Topics:

Sınıfiçi Ölçme Uygulamaları

Journal:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.25 Issue 2, pp.1217-1258

Document Type:

Article

Publication Date:

8/2024

Document Language:

Turkish

Document ID (Org No.):

2001326042

pISSN:

2147-1037