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Journals / Trakya Üniversitesi Sosyal Bilimler Dergisi / 2026 / Cilt: 28 Sayı: 1

Digital Transformation in Assessment in Early Childhood Education: Teacher and Parent Experiences Regarding the Digital Developmental Report System

Okul Öncesi Eğitiminde Değerlendirmede Dijital Dönüşüm: E-Karne Uygulamasına Yönelik Öğretmen ve Ebeveyn Deneyimleri

Muhammed Fatih Küçükkara(BOLU ABANT IZZET BAYSAL UNIVERSITY)0000-0001-5993-0622
Nesrin Işıkoğlu(PAMUKKALE ÜNİVERSİTESİ)0000-0001-7010-302X
Pages
183–193
Publication Date
2026-06-30
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicate that the system provides convenience to participants by establishing a standardized assessment language at the national level, covering all learning outcomes/skills, and reducing teachers' writing workload.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to examine the experiences of teachers and parents regarding the digital developmental report system, implemented as part of the digitalization of assessment processes in early childhood education in Türkiye.
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Key Findings & Data:Conducted using a case study design, one of the qualitative research methods, the participants of the study consist of 11 preschool teachers working in independent kindergartens and in kindergarten classes within primary schools in the province of Bolu during the 2024–2025 academic year, along with 4 parents.
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Conclusion & Impact:The findings indicate that the system provides convenience to participants by establishing a standardized assessment language at the national level, covering all learning outcomes/skills, and reducing teachers' writing workload.
🔬Design:Araştırma Makalesi
📍Scope:2024–2025 Verileri
⚙️Variables:Okul öncesi eğitim · e-karne · dijital değerlendirme

Abstract

This study aims to examine the experiences of teachers and parents regarding the digital developmental report system, implemented as part of the digitalization of assessment processes in early childhood education in Türkiye. Conducted using a case study design, one of the qualitative research methods, the participants of the study consist of 11 preschool teachers working in independent kindergartens and in kindergarten classes within primary schools in the province of Bolu during the 2024–2025 academic year, along with 4 parents. Data were collected through semi-structured interview forms and analyzed using the content analysis technique. The findings indicate that the system provides convenience to participants by establishing a standardized assessment language at the national level, covering all learning outcomes/skills, and reducing teachers' writing workload. On the other hand, teachers stated that technical infrastructure inadequacies and intensive data entry made it difficult to maintain pedagogical focus, and that the automated statements were insufficient in reflecting children's individual development. Parents, while viewing digital access positively in terms of transparency, expressed difficulty in making sense of the digital developmental reports due to the length of the reports and their academic terminology. In conclusion, it is evaluated that strengthening the technical infrastructure, expanding the qualitative assessment sections, simplifying parent reports, and providing professional support for teachers are necessary for the digital developmental report system to evolve into an effective pedagogical tool.

Özet

Bu araştırma, Türkiye'de okul öncesi eğitimde değerlendirme süreçlerinin dijitalleşmesi kapsamında uygulamaya konulan e-karne sistemine ilişkin öğretmen ve ebeveyn deneyimlerini incelemeyi amaçlamaktadır. Nitel araştırma yöntemlerinden durum çalışması deseniyle yürütülen çalışmanın katılımcılarını, 2024-2025 eğitim öğretim yılında Bolu ilinde bağımsız anaokulu ve anasınıflarında görev yapan 11 okul öncesi öğretmeni ile 4 ebeveyn oluşturmaktadır. Veriler yarı yapılandırılmış görüşme formlarıyla toplanmış ve içerik analizi tekniğiyle çözümlenmiştir. Bulgular, sistemin ulusal düzeyde standart bir değerlendirme dili oluşturması, tüm kazanım/becerileri kapsaması ve öğretmenlerin yazma yükünü azaltması yönüyle katılımcılara kolaylık sağladığını göstermektedir. Öte yandan öğretmenler, teknik altyapı yetersizlikleri ile yoğun veri girişinin pedagojik odaklanmayı güçleştirdiğini ve otomatik ifadelerin çocukların bireysel gelişimini yansıtmakta yetersiz kaldığını belirtmiştir. Ebeveynler ise dijital erişimi şeffaflık açısından olumlu bulmakla birlikte, raporların uzunluğu ve akademik terminolojisi nedeniyle e-karneleri anlamlandırmada güçlük çektiklerini ifade etmiştir. Sonuç olarak, e-karne uygulamasının etkili bir pedagojik araca dönüşebilmesi için teknik altyapının güçlendirilmesi, nitel değerlendirme alanlarının genişletilmesi, ebeveyn raporlarının sadeleştirilmesi ve öğretmenlere yönelik mesleki desteğin sağlanması gerektiği değerlendirilmektedir.

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Cite This Article

Küçükkara, M. F., Işıkoğlu, N. (2026). Digital Transformation in Assessment in Early Childhood Education: Teacher and Parent Experiences Regarding the Digital Developmental Report System. Trakya Üniversitesi Sosyal Bilimler Dergisi, Cilt: 28 Sayı: 1, 183–193. https://ajindex.com/articles/1132208

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