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Yüksek Öğrenimde Çevrimiçi Değerlendirmede Fakülte Üyelerinin Yaşadığı Zorluklara Yönelik Gizli Sınıf Analizi Yaklaşımı

A Latent Class Analysis Approach to Challenges Experienced by Faculty Members in Online Assessment in Higher Education

Emrah Gül(HAKKARİ ÜNİVERSİTESİ)0000-0001-8799-3356
Sayfa
197–207
Yayın Tarihi
2024-06-30
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Araştırmanın sonuçlarına göre çevrim içi ölçme ve değerlendirme uygulamalarında oluşan sınıflardan birincisinin zorlanan gruba (%58.7) ikincisinin ise zorlanmayan guruba (% 41.3) ait olduğu tespit edilmiştir.

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Amaç & Hipotez:Çevrim içi ölçme ve değerlendirme, öğretim elemanlarının öğrenmeyi yönlendirmek ve denetlemek için bilgisayar teknolojilerini kullanmasıdır.
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Temel Bulgular & Veri:Pandemi ve doğal afetler nedeniyle eğitimde sürdürülebilirliğin sağlanması için birçok üniversite, teknolojinin getirdiği avantajlardan yararlanarak çevrim içi ölçme ve değerlendirme uygulamalarını kullanmışlardır.
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Sonuç & Katkı:Araştırmanın sonuçlarına göre çevrim içi ölçme ve değerlendirme uygulamalarında oluşan sınıflardan birincisinin zorlanan gruba (%58.7) ikincisinin ise zorlanmayan guruba (% 41.3) ait olduğu tespit edilmiştir.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Çevrimiçi Değerlendirmenin Zorlukları · Gizli Sınıf Analizi · Akademik Personel

Özet

Çevrim içi ölçme ve değerlendirme, öğretim elemanlarının öğrenmeyi yönlendirmek ve denetlemek için bilgisayar teknolojilerini kullanmasıdır. Pandemi ve doğal afetler nedeniyle eğitimde sürdürülebilirliğin sağlanması için birçok üniversite, teknolojinin getirdiği avantajlardan yararlanarak çevrim içi ölçme ve değerlendirme uygulamalarını kullanmışlardır. Betimsel türde tasarlanan bu araştırma 105 öğretim elemanı ile yürütülmüştür. Bu amaç ile geliştirilen ölçme ve değerlendirmeye yönelik zorlukları belirleyen ölçme aracı, öğretim elemanlarına uygulanmış ve sonuçlar örtük sınıf analizi ile incelenmiştir. Araştırmaya Akaike bilgi kriteri (AIC) ve Bayesyen bilgi kriteri (BIC) değerlerine göre örtük sınıf sayısının belirlenmesi ile başlanmış ve veri yapısının iki sınıflı model ile uyumlu olduğu belirlenmiştir. Sınıf sayısı belirlendikten sonra iki sınıflı yapı test edilerek maddelere ait koşullu olasılıklar hesaplanmış ve yorumlanmıştır. Araştırmanın sonuçlarına göre çevrim içi ölçme ve değerlendirme uygulamalarında oluşan sınıflardan birincisinin zorlanan gruba (%58.7) ikincisinin ise zorlanmayan guruba (% 41.3) ait olduğu tespit edilmiştir. Koşullu olasılıklar incelendiğinde, veri yapısının iki sınıflı olmasına en büyük katkıyı sağlayan gözlenen değişkenlerin: kopya çekme, intihal yapma ve eğitim politikalarının eksikliği olduğu sonucuna ulaşılmıştır. Her iki grupta (zorlanan veya zorlanmayan) da çevrim içi ölçme ve değerlendirme uygulamalarında zorlanılan konuların başında kopya çekme, intihal, eğitim politikalarının eksiklikleri olduğu bulunmuştur.

Abstract

Online assessment is the use of computer technologies by faculty members to guide and check learning. Taking the advantage of technology, many universities have used online assessment applications to ensure sustainability in education due to the pandemic and natural disasters. The purpose of the current study is to explore challenges experienced by faculty members in online assessment, using latent class analysis. The descriptive design research was carried out with the participation of 105 faculty members. For the study, the number of latent classes was decided according to the Akaike Information Criterion (AIC) and the Bayesian Information Criterion (BIC) and it was observed that the data structure was a good fit for a two-class model. According to the research results, the first class in online assessment applications was considered as the with-difficulty group (58.7 %) and the second as the without-difficulty group (41.3 %). When the conditional probabilities were examined, it was concluded that the observed variables that mostly contributed to the two-class model data structure were as follows, cheating, plagiarism and lack of education policies. It was found that the primary challenges in both groups (with or without difficulty) in online assessment applications were cheating, plagiarism and lack of education policies.

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Bu Makaleye Atıf Yap

Gül, E. (2024). Yüksek Öğrenimde Çevrimiçi Değerlendirmede Fakülte Üyelerinin Yaşadığı Zorluklara Yönelik Gizli Sınıf Analizi Yaklaşımı. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 26 Sayı: 2, 197–207. https://doi.org/10.17556/erziefd.1382191

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