Cilt 18, Sayı 1, Sayfalar 132 - 142 2017-01-01

STUDENTS’ PREFERENCES IN ONLINE ASSESSMENT PROCESS: INFLUENCES ON ACADEMIC PERFORMANCES

Unal CAKIROGLU [1] , Fatih ERDOGDU [2] , Mehmet KOKOC [3] , Melek ATABAY [4]

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In the constructivist approach, various self-assessment techniques are being developed to enable students to assess themselves in the learning process. The purpose of the study is to investigate relation between students’ preferences in assessment process and students’ performances. The study was conducted with 67 sophomore students enrolled in Department of Computer Education and Instructional Technologies at a State University. The study was carried out in “Measurement and Evaluation in Education” course. At the beginning, Moodle LMS was used to define the preferences of students about their own assessment criteria (discussion, quiz, assignment and viewing of course content). Throughout the process, students were received the course instructional package in the classroom. Then they were asked to fill the assessment activities on the LMS. Students’ actual performances in online activities in terms of their preference about assessment criteria was calculated as students course achievement scores. The mean value of the scores and the standard deviation were guided us to divide the participants into three groups (unsuccessful, moderately successful, successful) considering their means and standard deviations. Then, the preferences of students and their academic achievements were associated in each group. As a result, various criteria were come to front in both successful and unsuccessful groups. Surprisingly, none of the students preferred viewing course content and participating in discussions as the highest assessment criterion. Besides, it was found that all the students in successful group preferred viewing course content as lowest assessment criterion. The results indicated that, there were no prominent criteria in the relations between the preferences of students about assessment process and the academic performances. However, most of the students in unsuccessful group performed better in assignment although they did not preferred the assignment as the highest assessment criterion. At the end of the study, we noticed that while considering the criterion in the assessment process, taking students’ perspectives and preferences into consideration motivated students positively and had somehow related to their academic achievements. Thus, it is hoped that the study can provides an insight to future studies to enrich assessment activities with giving responsibilities to students in learning, especially in assessment process.

Students’ preferences,assessment,online learning,moodle,academic achievement
  • Aydogdu, M., & Kesercioglu, T. (2005). Ilkogretimde fen ve teknoloji ogretimi [Teaching Science and Technology in Primary School]. Ankara: Ani Publishing.
Konular Sosyal ve Beşeri Bilimler
Dergi Bölümü Volume: 18 Issue: 1, 2017
Yazarlar

Yazar: Unal CAKIROGLU
E-posta: cakiroglu@ktu.edu.tr
Kurum: Department of Computer Education and Instructional Technology Fatih Faculty of Education, Karadeniz Technical University 61300, Trabzon, TURKEY
Ülke: Turkey


Yazar: Fatih ERDOGDU
E-posta: ferdogdu@ktu.edu.tr
Kurum: Department of Computer Education and Instructional Technology Fatih Faculty of Education, Karadeniz Technical University 61300, Trabzon, TURKEY
Ülke: Turkey


Yazar: Mehmet KOKOC
E-posta: mkokoc@ktu.edu.tr
Kurum: Center for Research and Application in Distance Education Karadeniz Technical University, 61300, Trabzon, TURKEY
Ülke: Turkey


Yazar: Melek ATABAY
E-posta: melekatabay@ktu.edu.tr
Kurum: Department of Computer Education and Instructional Technology Fatih Faculty of Education, Karadeniz Technical University 61300, Trabzon, TURKEY
Ülke: Turkey


Bibtex @derleme { tojde285721, journal = {Turkish Online Journal of Distance Education}, issn = {1302-6488}, address = {Anadolu Üniversitesi}, year = {2017}, volume = {18}, pages = {132 - 142}, doi = {10.17718/tojde.285721}, title = {STUDENTS’ PREFERENCES IN ONLINE ASSESSMENT PROCESS: INFLUENCES ON ACADEMIC PERFORMANCES}, language = {en}, key = {cite}, author = {CAKIROGLU, Unal and ATABAY, Melek and KOKOC, Mehmet and ERDOGDU, Fatih} }
APA CAKIROGLU, U , ERDOGDU, F , KOKOC, M , ATABAY, M . (2017). STUDENTS’ PREFERENCES IN ONLINE ASSESSMENT PROCESS: INFLUENCES ON ACADEMIC PERFORMANCES. Turkish Online Journal of Distance Education, 18 (1), 132-142. DOI: 10.17718/tojde.285721
MLA CAKIROGLU, U , ERDOGDU, F , KOKOC, M , ATABAY, M . "STUDENTS’ PREFERENCES IN ONLINE ASSESSMENT PROCESS: INFLUENCES ON ACADEMIC PERFORMANCES". Turkish Online Journal of Distance Education 18 (2017): 132-142 <http://dergipark.gov.tr/tojde/issue/27160/285721>
Chicago CAKIROGLU, U , ERDOGDU, F , KOKOC, M , ATABAY, M . "STUDENTS’ PREFERENCES IN ONLINE ASSESSMENT PROCESS: INFLUENCES ON ACADEMIC PERFORMANCES". Turkish Online Journal of Distance Education 18 (2017): 132-142
RIS TY - JOUR T1 - STUDENTS’ PREFERENCES IN ONLINE ASSESSMENT PROCESS: INFLUENCES ON ACADEMIC PERFORMANCES AU - Unal CAKIROGLU , Fatih ERDOGDU , Mehmet KOKOC , Melek ATABAY Y1 - 2017 PY - 2017 N1 - doi: 10.17718/tojde.285721 DO - 10.17718/tojde.285721 T2 - Turkish Online Journal of Distance Education JF - Journal JO - JOR SP - 132 EP - 142 VL - 18 IS - 1 SN - 1302-6488- M3 - doi: 10.17718/tojde.285721 UR - http://dx.doi.org/10.17718/tojde.285721 Y2 - 2017 ER -
EndNote %0 Turkish Online Journal of Distance Education STUDENTS’ PREFERENCES IN ONLINE ASSESSMENT PROCESS: INFLUENCES ON ACADEMIC PERFORMANCES %A Unal CAKIROGLU , Fatih ERDOGDU , Mehmet KOKOC , Melek ATABAY %T STUDENTS’ PREFERENCES IN ONLINE ASSESSMENT PROCESS: INFLUENCES ON ACADEMIC PERFORMANCES %D 2017 %J Turkish Online Journal of Distance Education %P 1302-6488- %V 18 %N 1 %R doi: 10.17718/tojde.285721 %U 10.17718/tojde.285721