{"id":1056,"date":"2019-02-09T05:51:41","date_gmt":"2019-02-09T10:51:41","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/tonybates\/?post_type=chapter&#038;p=1056"},"modified":"2019-02-19T07:27:41","modified_gmt":"2019-02-19T12:27:41","slug":"a-8","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/a-8\/","title":{"raw":"A.8 \u00d6\u011eRENMEN\u0130N DE\u011eERLEND\u0130R\u0130LMES\u0130","rendered":"A.8 \u00d6\u011eRENMEN\u0130N DE\u011eERLEND\u0130R\u0130LMES\u0130"},"content":{"raw":"<header><\/header>\r\n<blockquote><em>\u2018De\u011ferlendirmenin her zaman en son gelmesi hep beni hayrete d\u00fc\u015f\u00fcrm\u00fc\u015ft\u00fcr; yaln\u0131zca i\u015f birimi olarak de\u011fil, \u00f6\u011fretmenlerin planlamas\u0131nda da... De\u011ferlendirme neredeyse hep sonradan akla gelen bir d\u00fc\u015f\u00fcnce gibi oldu\u2026<\/em>\r\n\r\n<em>\u2026de\u011ferlendirmenin birbiriyle rekabet i\u00e7erisinde olan hedefleri aras\u0131nda s\u0131k\u0131\u015fan...\u00f6\u011fretmenler, bu talepleri uzla\u015ft\u0131rmaya \u00e7al\u0131\u015f\u0131rken kar\u015f\u0131 kar\u015f\u0131ya kald\u0131klar\u0131 zorluklar nedeniyle hayal k\u0131r\u0131kl\u0131\u011f\u0131 ve kafa kar\u0131\u015f\u0131kl\u0131\u011f\u0131 i\u00e7erisindedir.\u2019<\/em><\/blockquote>\r\n<p style=\"text-align: right\">Earle, 2003<\/p>\r\n\r\n<h2>A.8.1 Dijital \u00e7a\u011fda \u00f6\u011frenci de\u011ferlendirmesi<\/h2>\r\nDe\u011ferlendirme \u00e7ok geni\u015f bir konu oldu\u011fundani bu k\u0131sm\u0131n ama\u00e7lar\u0131n\u0131 a\u00e7\u0131k\u00e7a ortaya koymam gerekir:\r\n<ul>\r\n \t<li>(a) etkili ve kapsaml\u0131 bir \u00f6\u011frenme ortam\u0131n\u0131 olu\u015fturan unsurlardan birini mercek alt\u0131na almak, ve<\/li>\r\n \t<li>(b) de\u011ferlendirmenin dijital bir d\u00fcnyada ne noktada de\u011fi\u015fti\u011fini veya de\u011fi\u015fmesi gerekti\u011fini k\u0131saca incelemek.<\/li>\r\n<\/ul>\r\nDe\u011ferlendirme konusu da yine kitab\u0131n bir\u00e7ok yerinde, ancak \u00f6zellikle a\u015fa\u011f\u0131daki b\u00f6l\u00fcmlerde ele al\u0131nm\u0131\u015ft\u0131r:\r\n<ul>\r\n \t<li><a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/senaryo-d-bir-istatistik-profesorunun-sistemle-imtihani\/\">Senaryo D<\/a><\/li>\r\n \t<li><a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/5-4-kacdlerin-guclu-ve-zayif-yonleri\/\">B\u00f6l\u00fcm 5.4<\/a><\/li>\r\n \t<li><a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/10-4-ders-ve-program-tasariminda-aciklik-bir-paradigma-kaymasi-mi\/\">B\u00f6l\u00fcm 10.4<\/a><\/li>\r\n \t<li><a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/11-11-dokuzuncu-adim-degerlendirin-ve-yenilenin\/\">B\u00f6l\u00fcm 11.11<\/a><\/li>\r\n<\/ul>\r\nBuna ra\u011fmen, de\u011ferlendirmenin tek ba\u015f\u0131na ele al\u0131nmas\u0131 gerekti\u011fi kanaatindeyim. \u00d6\u011frenci davran\u0131\u015flar\u0131n\u0131n, en \u00e7ok nas\u0131l de\u011ferlendirilecekleri sorusuna ald\u0131klar\u0131 yan\u0131ttan etkilendi\u011fini d\u00fc\u015f\u00fcn\u00fcyorum. T\u00fcm \u00f6\u011frenciler i\u00e7in ge\u00e7erli olmasa da, i\u00e7inde ya\u015fad\u0131\u011f\u0131m\u0131z dijital \u00e7a\u011fda \u00f6\u011frencilerin \u00fczerindeki rekabet bask\u0131s\u0131 da d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, \u00e7o\u011fu 'ba\u015far\u0131l\u0131' \u00f6\u011frencinin nelerin de\u011ferlendirmeye dahil olaca\u011f\u0131 ve de\u011ferlendirmede kendilerinden beklenenleri en etkin \u015fekilde (ve m\u00fcmk\u00fcn olan en k\u0131sa zamanda) nas\u0131l kar\u015f\u0131layabileceklerine yo\u011funla\u015fmaktad\u0131r. Bu nedenle de, \u00e7o\u011fu durumda de\u011ferlendirme y\u00f6ntemlerine ili\u015fkin kararlar, etkili bir \u00f6\u011frenme ortam\u0131 olu\u015fturmada kritik \u00f6nem ta\u015f\u0131maktad\u0131r.\r\n<h2>A.8.2 De\u011ferlendirmenin amac\u0131<\/h2>\r\n\u00d6\u011frencileri de\u011ferlendirmenin bir\u00e7ok nedeni vard\u0131r. Tek bir de\u011ferlendirme arac\u0131 t\u00fcm de\u011ferlendirme ihtiya\u00e7lar\u0131na yan\u0131t veremeyece\u011finden, de\u011ferlendirmenin amac\u0131 konusunda a\u00e7\u0131k ve net olmak \u00f6nemlidir. \u0130lk anda akl\u0131ma gelen de\u011ferlendirme ama\u00e7lar\u0131n\u0131 a\u015fa\u011f\u0131da listeliyorum; sizin akl\u0131n\u0131za ba\u015fka nedenler de gelebilir:\r\n<ul>\r\n \t<li>\u00f6\u011frenmeyi art\u0131rmak<\/li>\r\n \t<li>istenen \u00f6\u011frenme hedefleri veya \u00e7\u0131kt\u0131lar\u0131 a\u00e7\u0131s\u0131ndan \u00f6\u011frencilerin bilgi ve yeterliliklerini de\u011ferlendirmek<\/li>\r\n \t<li>\u00f6\u011fretmen veya \u00f6\u011fretim eleman\u0131na \u00f6\u011fretimin etkilili\u011fi ve nas\u0131l iyile\u015ftirilebilece\u011fi konusunda geri bildirim sa\u011flamak<\/li>\r\n \t<li>i\u015fverenlere \u00f6\u011frencilerin ne bildi\u011fi ve\/veya ne yapabildi\u011fi konusunda bilgi sa\u011flamak<\/li>\r\n \t<li>\u00f6\u011frencileri ileri d\u00fczey \u00e7al\u0131\u015fmalar, i\u015f olanaklar\u0131 veya mesleki geli\u015fim i\u00e7in se\u00e7mek<\/li>\r\n \t<li>finansal ama\u00e7lar veya kurumsal g\u00fcvenilirli\u011fi ve hesap verebilirli\u011fi sa\u011flamak.<\/li>\r\n<\/ul>\r\nEtkili bir \u00f6\u011frenme ortam\u0131 yaratmak i\u00e7in yukar\u0131daki nedenleri \u00f6nem s\u0131ras\u0131na g\u00f6re listeledim.\r\n<h2>A.8.3 De\u011ferlendirme y\u00f6ntemleri<\/h2>\r\nDe\u011ferlendirmenin amac\u0131 ve ald\u0131\u011f\u0131 bi\u00e7im, \u00f6\u011fretmenlerin veya de\u011ferlendirenlerin felsefi duru\u015flar\u0131yla yak\u0131ndan ilgilidir: inand\u0131klar\u0131 \u015fey bilgiyi ve dolay\u0131s\u0131yla \u00f6\u011frencilerin bilgilerini nas\u0131l g\u00f6stermeleri gerekti\u011fini ortaya koyar. \u00d6\u011frencilerin dijital \u00e7a\u011fda ihtiya\u00e7 duyduklar\u0131 bilgi ve beceriler de de\u011ferlendirmenin bi\u00e7imini etkiler. Bunun anlam\u0131, i\u00e7erik bilgisi kadar becerilerin de\u011ferlendirilmesine de yo\u011funla\u015f\u0131lmas\u0131 gerekti\u011fidir. Buna g\u00f6re, s\u00fcrekli veya s\u00fcre\u00e7 de\u011ferlendirmenin (<em>formative<\/em>) ders sonunda yap\u0131lan sonu\u00e7 de\u011ferlendirme (<em>summative<\/em>) kadar \u00f6nemli oldu\u011funu s\u00f6yleyebiliriz.\r\n\r\n\u00c7ok \u00e7e\u015fitli de\u011ferlendirme y\u00f6ntemlerinden bahsedebiliriz. Teknolojinin \u00f6\u011frencileri de\u011ferlendirme y\u00f6ntemlerimizi nas\u0131l de\u011fi\u015ftirebildi\u011fini g\u00f6stermek i\u00e7in birka\u00e7 \u00f6rnek se\u00e7tim.\r\n<h3>A.8.3.1 De\u011ferlendirme yok<\/h3>\r\nDikkate al\u0131nmas\u0131 gereken sorulardan biri, belki de birincisi, ilk a\u015famada \u00f6\u011frenmenin de\u011ferlendirilmesine <em>ihtiya\u00e7\u00a0<\/em>olup olmad\u0131\u011f\u0131d\u0131r. Uygulama topluluklar\u0131 gibi \u00f6\u011frenmenin informal oldu\u011fu ve \u00f6\u011frencilerin ne \u00f6\u011frenmek istediklerine ve \u00f6\u011frenme deneyiminden memnun olup olmad\u0131klar\u0131na kendilerinin karar verdi\u011fi durumlar olabilir. Baz\u0131 durumlarda da, \u00f6\u011frenciler formal olarak de\u011ferlendirilmek veya puanlanmak istemeyebilir (ya da buna ihtiya\u00e7 duymayabilir) ancak \u00f6\u011frenme s\u00fcrecinin neresinde olduklar\u0131na dair geri bildirim almak isteyebilirler: 'Bunu ger\u00e7ekten anlad\u0131m m\u0131?' ya da 'Di\u011ferleriyle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131mda nas\u0131l bir performans g\u00f6steriyorum?'\r\n\r\nBununla birlikte, bu gibi durumlarda bile uzmanlar\u0131n veya daha deneyimli kat\u0131l\u0131mc\u0131lar\u0131n ger\u00e7ekle\u015ftirece\u011fi baz\u0131 informal de\u011ferlendirme y\u00f6ntemleri, geri bildirim sa\u011flamak ve bir kat\u0131l\u0131mc\u0131n\u0131n ula\u015ft\u0131\u011f\u0131 veya ula\u015faca\u011f\u0131 yeterlilik ya da bilgi d\u00fczeyini g\u00f6stermek suretiyle di\u011fer kat\u0131l\u0131mc\u0131lar\u0131n \u00f6\u011frenmelerini art\u0131rmalar\u0131na katk\u0131 sa\u011flayabilir. Son olarak, \u00f6\u011frenciler de tercihen daha bilgili bir \u00f6\u011fretim eleman\u0131n\u0131n rehberli\u011fi ve takibi alt\u0131nda \u00f6z de\u011ferlendirme veya akran de\u011ferlendirme y\u00f6ntemleri kullanarak kendi \u00f6\u011frenmelerini art\u0131rabilirler.\r\n<h3>A.8.3.2 Bilgisayar tabanl\u0131 \u00e7oktan se\u00e7meli testler<\/h3>\r\n<span>Olgular\u0131n, fikirlerin, ilkelerin, yasalar\u0131n ve matematik, fen ve m\u00fchendislik bilimlerindeki nicel prosed\u00fcrlere dair 'nesnel' bilgilerin \u00f6l\u00e7\u00fclmesinde iyi ve maliyet-etkin bir y\u00f6ntemdir. Bununla birlikte, karma\u015f\u0131k problem \u00e7\u00f6zme, yarat\u0131c\u0131l\u0131k ve de\u011ferlendirme gibi \u00fcst d\u00fczey entelekt\u00fcel becerilerin de\u011ferlendirmesinde yeterli olmayabilir. Dolay\u0131s\u0131yla, dijital \u00e7a\u011f\u0131n gerektirdi\u011fi becerilerin bir \u00e7o\u011funun geli\u015ftirilmesinde veya de\u011ferlendirilmesinde \u00e7ok faydal\u0131 oldu\u011fu s\u00f6ylenemez.\u00a0<\/span>\r\n<h3>A.8.3.3 Yaz\u0131l\u0131 s\u0131navlar<\/h3>\r\n<span>K\u0131sa ve uzun yan\u0131tl\u0131 yaz\u0131l\u0131 s\u0131navlar, kavraman\u0131n ve ele\u015ftirel d\u00fc\u015f\u00fcnme gibi ileri d\u00fczey entelekt\u00fcel becerilerin baz\u0131lar\u0131n\u0131n de\u011ferlendirilmesinde iyi bir y\u00f6ntemdir. Bununla birlikte emek-yo\u011fun, \u00f6znelli\u011fe a\u00e7\u0131k ve pratik becerilerin de\u011ferlendirilmesinde yetersiz bir y\u00f6ntemdir. Yapay zeka kullanarak yaz\u0131l\u0131 s\u0131navlar\u0131n otomatik olarak de\u011ferlendirilmesine ili\u015fkin deneyler devam etse de, bug\u00fcne kadar yap\u0131lan \u00e7al\u0131\u015fmalarda de\u011ferlendirme esnas\u0131nda ge\u00e7erli bir semantik anlam belirleme konusunda hala daha s\u0131k\u0131nt\u0131lar ya\u015fanmaktad\u0131r (makinelerle puanlamada son duruma ili\u015fkin daha ayr\u0131nt\u0131l\u0131 bilgi i\u00e7in bkz.\u00a0<\/span><a href=\"http:\/\/mfeldstein.com\/si-ways-the-edx-announcement-gets-automated-essay-grading-wrong\/\">Mayfield, 2013<\/a>\u00a0ve <a href=\"http:\/\/vikparuchuri.com\/blog\/on-the-automated-scoring-of-essays\/\">Parachuri, 2013<\/a>).\r\n<h3>A.8.3.4 Proje \u00e7al\u0131\u015fmalar\u0131<\/h3>\r\n<span>Proje \u00e7al\u0131\u015fmalar\u0131; i\u00e7eri\u011fin anla\u015f\u0131lmas\u0131, bilgi y\u00f6netimi, problem \u00e7\u00f6zme, i\u015fbirli\u011fine dayal\u0131 \u00f6\u011frenme, de\u011ferlendirme, yarat\u0131c\u0131l\u0131k ve pratik \u00e7\u0131kt\u0131lar elde edilmesi gibi otantik becerilerin geli\u015ftirilmesini te\u015fvik eder ve destekler. Ge\u00e7erli ve uygulanabilir proje \u00e7al\u0131\u015fmalar\u0131n\u0131n tasarlanmas\u0131 i\u00e7in, \u00f6\u011fretmenin veya \u00f6\u011fretim eleman\u0131n\u0131n \u00fcst d\u00fczey becerilere ve hayal g\u00fcc\u00fcne sahip olmas\u0131 gerekir.<span class=\"Apple-converted-space\">\u00a0<\/span><\/span>\r\n<h3>A.8.3.5\u00a0<span>e-Portfolyolar (elektronik \u00fcr\u00fcn dosyalar\u0131)<\/span><\/h3>\r\n<span>E-portfolyolar, yans\u0131ma, bilgi y\u00f6netimi, \u00f6\u011fretme veya hem\u015firelik uygulamas\u0131 gibi \u00f6\u011frenme etkinliklerinin kaydedilmesi ve de\u011ferlendirilmesi ile bir \u00f6\u011frencinin proje \u00e7al\u0131\u015fmalar\u0131na katk\u0131s\u0131n\u0131n kayda al\u0131nmas\u0131 gibi yollarla \u00f6z de\u011ferlendirmeyi olanakl\u0131 k\u0131lmaktad\u0131r (\u00f6rnek olarak bkz. <a href=\"http:\/\/contactnorth.ca\/pockets-innovation\/documenting-learning-using-e-portfolios-visual-arts-and-built-environment\">Windsor \u00dcniversitesi G\u00f6rsel Sanatlar B\u00f6l\u00fcm\u00fc\u2019nde e-portfolyo kullan\u0131m\u0131<\/a>). E-portfolyolar genellikle \u00f6\u011frenci taraf\u0131ndan haz\u0131rlan\u0131r ve saklan\u0131r; ancak, \u00f6l\u00e7me-de\u011ferlendirme veya i\u015f g\u00f6r\u00fc\u015fmesi gibi ama\u00e7larla d\u0131\u015far\u0131ya a\u00e7\u0131labilir veya uyarlanabilir. <span class=\"Apple-converted-space\">\u00a0<\/span><\/span>\r\n<h3>A.8.3.6 <span>Sim\u00fclasyonlar, e\u011fitsel oyunlar ve sanal d\u00fcnyalar<\/span><\/h3>\r\nBu t\u00fcr de\u011ferlendirmeler, a\u015fa\u011f\u0131da \u00f6rnekleri verilerin becerilerin geli\u015fimini kolayla\u015ft\u0131racakt\u0131r:\r\n<ul>\r\n \t<li>karma\u015f\u0131k ve ger\u00e7ek zamanl\u0131 karar verme,<\/li>\r\n \t<li>karma\u015f\u0131k ekipmanlar\u0131n (sim\u00fcle veya uzak) kullan\u0131m\u0131,<\/li>\r\n \t<li>g\u00fcvenlik prosed\u00fcrlerinin ve fark\u0131ndal\u0131\u011f\u0131n art\u0131r\u0131lmas\u0131,<\/li>\r\n \t<li>g\u00fcvenli bir ortamda risk alma ve karar verme ile hem bili\u015fsel hem el becerilerinin birle\u015fimini gerektiren etkinlikler (bkz. <a href=\"http:\/\/contactnorth.ca\/pockets-innovation\/border-simulation\">Ontario Loyalist College'daki Kanada S\u0131n\u0131r Kap\u0131s\u0131 g\u00f6revlilerinin e\u011fitimi)<\/a>.<\/li>\r\n<\/ul>\r\n[caption id=\"attachment_61\" align=\"aligncenter\" width=\"359\"]<img src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.6.4.jpg\" alt=\"\" width=\"359\" height=\"265\" class=\"size-full wp-image-61\" \/> \u015eekil A.8.3.6 Sanal d\u00fcnya s\u0131n\u0131r kap\u0131s\u0131, Loyalist College, Ontario[\/caption]\r\n\r\n&nbsp;\r\n<figure id=\"attachment_465\" class=\"wp-caption aligncenter\"><a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2014\/08\/Border-station-Loyalist-2.jpg\"><\/a><figcaption class=\"wp-caption-text\">\r\n\r\n<hr \/>\r\n\r\n<\/figcaption>Bu t\u00fcr y\u00f6ntemlerin geli\u015ftirilmesi \u015fu anda olduk\u00e7a pahal\u0131 olsa da, \u00e7oklu kullan\u0131m olanaklar\u0131n\u0131n oldu\u011fu, son derece pahal\u0131 ekipmanlar\u0131n yerini tuttu\u011fu, operasyonel etkinliklerin e\u011fitim sebebiyle durdurulamad\u0131\u011f\u0131 hallerde rahatl\u0131kla kullan\u0131labildi\u011fi veya a\u00e7\u0131k e\u011fitim kayna\u011f\u0131 olarak herkesin eri\u015fimine a\u00e7\u0131labilece\u011fi d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde uzun vadede maliyet etkin y\u00f6ntemler olduklar\u0131n\u0131 s\u00f6yleyebiliriz.\r\n\r\nYukar\u0131da bahsetti\u011fimiz de\u011ferlendirme y\u00f6ntemlerinin baz\u0131lar\u0131n\u0131n s\u00fcrece y\u00f6nelik, yani \u00f6\u011frencilerin sahip olduklar\u0131 bilgi ve yeterlilikleri geli\u015ftirmelerine yard\u0131mc\u0131 olan, baz\u0131lar\u0131n\u0131n da sonuca y\u00f6nelik, yani bir dersin veya program\u0131n sonunda \u00f6\u011frencinin bilgi ve beceri d\u00fczeyini de\u011ferlendiren y\u00f6ntemler oldu\u011fu g\u00f6r\u00fclecektir. Dijital bir \u00e7a\u011fda, de\u011ferlendirmenin ve \u00f6\u011fretimin daha da birbirine yak\u0131n, b\u00fct\u00fcnle\u015fik ve birbirini etkiler hale gelmesi son derece \u00f6nemlidir.<\/figure>\r\n<h2>A.8.4 Sonu\u00e7 olarak<\/h2>\r\nDe\u011ferlendirme y\u00f6ntemi kadar, \u00f6\u011frenciyi \u00f6\u011frenmeye iten bir \u015fey yoktur. De\u011ferlendirme y\u00f6ntemleri h\u0131zla de\u011fi\u015fmekte olup, de\u011fi\u015fmeye de devam edecektir. Beceri geli\u015fimi a\u00e7\u0131s\u0131ndan de\u011ferlendirmenin hem s\u00fcrekli olmas\u0131 hem de sonuca y\u00f6nelik olmas\u0131 gerekmektedir. De\u011ferlendirmenin niteli\u011fini ve kapsam\u0131n\u0131 zenginle\u015ftirebilecek dijital ara\u00e7lar\u0131n say\u0131s\u0131 g\u00fcn ge\u00e7tik\u00e7e artmaktad\u0131r. Bu nedenle, de\u011ferlendirme y\u00f6ntemlerinin se\u00e7imi ve di\u011fer unsurlarla ili\u015fkisi, etkili \u00f6\u011frenme ortamlar\u0131n\u0131 olu\u015fturan hayati fakt\u00f6rlerden biridir.\r\n<div class=\"bcc-box bcc-info\">\r\n<h3 itemprop=\"educationalUse\">Etkinlik A. 8 Dijital \u00e7a\u011fda hangi de\u011ferlendirmeler \u00f6n planda?<\/h3>\r\n<ol>\r\n \t<li>Yukar\u0131daki listeye dahil etmem gereken ve dijital \u00e7a\u011fda ge\u00e7erli olan ba\u015fka de\u011ferlendirme y\u00f6ntemleri var m\u0131?<\/li>\r\n \t<li>\u00c7o\u011funlukla mali nedenlerle, bilgisayar tabanl\u0131 \u00e7oktan se\u00e7meli testler yayg\u0131n bir \u015fekilde kullan\u0131lmaktad\u0131r. Bununla beraber, istisnalar olsa da, bu testlerin dijital bir \u00e7a\u011f\u0131n gerektirdi\u011fi \u00fcst d\u00fczey kavramsal becerileri ger\u00e7ekten de\u011ferlendirmedi\u011fini d\u00fc\u015f\u00fcn\u00fcyorum. Siz de kat\u0131l\u0131yor musunuz?<\/li>\r\n \t<li>Dijital bir \u00e7a\u011fda \u00f6l\u00e7me-de\u011ferlendirme i\u00e7in daha uygun oldu\u011funu d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcn\u00fcz, \u00f6zellikle de \u00f6\u011fretmenin zaman\u0131 a\u00e7\u0131s\u0131ndan ayn\u0131 \u015fekilde ekonomik olan ba\u015fka y\u00f6ntemler olabilir mi? \u00d6rne\u011fin otomatikle\u015ftirilmi\u015f yaz\u0131l\u0131 s\u0131nav de\u011ferlendirmenin ge\u00e7erli bir alternatif oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyor musunuz?<\/li>\r\n \t<li>De\u011ferlendirmeyi, dersin sonunda de\u011fil de, ders planlamas\u0131n\u0131n en ba\u015f\u0131nda d\u00fc\u015f\u00fcnmek faydal\u0131 olacak m\u0131d\u0131r? Sizce uygulanabilir mi?<\/li>\r\n \t<li>Tarihsel D\u00fc\u015f\u00fcnmeyi Geli\u015ftirme ba\u015fl\u0131kl\u0131 Senaryo E'de, de\u011ferlendirme, dijital bir \u00e7a\u011f\u0131n gerektirdi\u011fi becerileri geli\u015ftirip de\u011ferlendirmek i\u00e7in etkili bir \u015fekilde kullan\u0131labildi mi? E\u011fer \u00f6yle oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, nas\u0131l? E\u011fer \u00f6yle olmad\u0131\u011f\u0131n\u0131 d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, ni\u00e7in?<\/li>\r\n<\/ol>\r\n<\/div>\r\n<h2>Kaynak\u00e7a<\/h2>\r\nEarle, L. (2003)\u00a0<em>Assessment as Learning<\/em>\u00a0Thousand Oaks CA: Corwin Press\r\n\r\nMayfield, E. (2013) Six ways the edX Announcement Gets Automated Essay Grading Wrong,\u00a0<a href=\"http:\/\/mfeldstein.com\/si-ways-the-edx-announcement-gets-automated-essay-grading-wrong\/\">e-Literate<\/a>, April 8\r\n\r\nParachuri, V. (2013) On the automated scoring of essays and the lessons learned along the way,\u00a0<a href=\"http:\/\/vikparuchuri.com\/blog\/on-the-automated-scoring-of-essays\/\">vicparachuri.com<\/a>, \u00a0July 31","rendered":"<header><\/header>\n<blockquote><p><em>\u2018De\u011ferlendirmenin her zaman en son gelmesi hep beni hayrete d\u00fc\u015f\u00fcrm\u00fc\u015ft\u00fcr; yaln\u0131zca i\u015f birimi olarak de\u011fil, \u00f6\u011fretmenlerin planlamas\u0131nda da&#8230; De\u011ferlendirme neredeyse hep sonradan akla gelen bir d\u00fc\u015f\u00fcnce gibi oldu\u2026<\/em><\/p>\n<p><em>\u2026de\u011ferlendirmenin birbiriyle rekabet i\u00e7erisinde olan hedefleri aras\u0131nda s\u0131k\u0131\u015fan&#8230;\u00f6\u011fretmenler, bu talepleri uzla\u015ft\u0131rmaya \u00e7al\u0131\u015f\u0131rken kar\u015f\u0131 kar\u015f\u0131ya kald\u0131klar\u0131 zorluklar nedeniyle hayal k\u0131r\u0131kl\u0131\u011f\u0131 ve kafa kar\u0131\u015f\u0131kl\u0131\u011f\u0131 i\u00e7erisindedir.\u2019<\/em><\/p><\/blockquote>\n<p style=\"text-align: right\">Earle, 2003<\/p>\n<h2>A.8.1 Dijital \u00e7a\u011fda \u00f6\u011frenci de\u011ferlendirmesi<\/h2>\n<p>De\u011ferlendirme \u00e7ok geni\u015f bir konu oldu\u011fundani bu k\u0131sm\u0131n ama\u00e7lar\u0131n\u0131 a\u00e7\u0131k\u00e7a ortaya koymam gerekir:<\/p>\n<ul>\n<li>(a) etkili ve kapsaml\u0131 bir \u00f6\u011frenme ortam\u0131n\u0131 olu\u015fturan unsurlardan birini mercek alt\u0131na almak, ve<\/li>\n<li>(b) de\u011ferlendirmenin dijital bir d\u00fcnyada ne noktada de\u011fi\u015fti\u011fini veya de\u011fi\u015fmesi gerekti\u011fini k\u0131saca incelemek.<\/li>\n<\/ul>\n<p>De\u011ferlendirme konusu da yine kitab\u0131n bir\u00e7ok yerinde, ancak \u00f6zellikle a\u015fa\u011f\u0131daki b\u00f6l\u00fcmlerde ele al\u0131nm\u0131\u015ft\u0131r:<\/p>\n<ul>\n<li><a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/senaryo-d-bir-istatistik-profesorunun-sistemle-imtihani\/\">Senaryo D<\/a><\/li>\n<li><a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/5-4-kacdlerin-guclu-ve-zayif-yonleri\/\">B\u00f6l\u00fcm 5.4<\/a><\/li>\n<li><a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/10-4-ders-ve-program-tasariminda-aciklik-bir-paradigma-kaymasi-mi\/\">B\u00f6l\u00fcm 10.4<\/a><\/li>\n<li><a href=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/chapter\/11-11-dokuzuncu-adim-degerlendirin-ve-yenilenin\/\">B\u00f6l\u00fcm 11.11<\/a><\/li>\n<\/ul>\n<p>Buna ra\u011fmen, de\u011ferlendirmenin tek ba\u015f\u0131na ele al\u0131nmas\u0131 gerekti\u011fi kanaatindeyim. \u00d6\u011frenci davran\u0131\u015flar\u0131n\u0131n, en \u00e7ok nas\u0131l de\u011ferlendirilecekleri sorusuna ald\u0131klar\u0131 yan\u0131ttan etkilendi\u011fini d\u00fc\u015f\u00fcn\u00fcyorum. T\u00fcm \u00f6\u011frenciler i\u00e7in ge\u00e7erli olmasa da, i\u00e7inde ya\u015fad\u0131\u011f\u0131m\u0131z dijital \u00e7a\u011fda \u00f6\u011frencilerin \u00fczerindeki rekabet bask\u0131s\u0131 da d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde, \u00e7o\u011fu &#8216;ba\u015far\u0131l\u0131&#8217; \u00f6\u011frencinin nelerin de\u011ferlendirmeye dahil olaca\u011f\u0131 ve de\u011ferlendirmede kendilerinden beklenenleri en etkin \u015fekilde (ve m\u00fcmk\u00fcn olan en k\u0131sa zamanda) nas\u0131l kar\u015f\u0131layabileceklerine yo\u011funla\u015fmaktad\u0131r. Bu nedenle de, \u00e7o\u011fu durumda de\u011ferlendirme y\u00f6ntemlerine ili\u015fkin kararlar, etkili bir \u00f6\u011frenme ortam\u0131 olu\u015fturmada kritik \u00f6nem ta\u015f\u0131maktad\u0131r.<\/p>\n<h2>A.8.2 De\u011ferlendirmenin amac\u0131<\/h2>\n<p>\u00d6\u011frencileri de\u011ferlendirmenin bir\u00e7ok nedeni vard\u0131r. Tek bir de\u011ferlendirme arac\u0131 t\u00fcm de\u011ferlendirme ihtiya\u00e7lar\u0131na yan\u0131t veremeyece\u011finden, de\u011ferlendirmenin amac\u0131 konusunda a\u00e7\u0131k ve net olmak \u00f6nemlidir. \u0130lk anda akl\u0131ma gelen de\u011ferlendirme ama\u00e7lar\u0131n\u0131 a\u015fa\u011f\u0131da listeliyorum; sizin akl\u0131n\u0131za ba\u015fka nedenler de gelebilir:<\/p>\n<ul>\n<li>\u00f6\u011frenmeyi art\u0131rmak<\/li>\n<li>istenen \u00f6\u011frenme hedefleri veya \u00e7\u0131kt\u0131lar\u0131 a\u00e7\u0131s\u0131ndan \u00f6\u011frencilerin bilgi ve yeterliliklerini de\u011ferlendirmek<\/li>\n<li>\u00f6\u011fretmen veya \u00f6\u011fretim eleman\u0131na \u00f6\u011fretimin etkilili\u011fi ve nas\u0131l iyile\u015ftirilebilece\u011fi konusunda geri bildirim sa\u011flamak<\/li>\n<li>i\u015fverenlere \u00f6\u011frencilerin ne bildi\u011fi ve\/veya ne yapabildi\u011fi konusunda bilgi sa\u011flamak<\/li>\n<li>\u00f6\u011frencileri ileri d\u00fczey \u00e7al\u0131\u015fmalar, i\u015f olanaklar\u0131 veya mesleki geli\u015fim i\u00e7in se\u00e7mek<\/li>\n<li>finansal ama\u00e7lar veya kurumsal g\u00fcvenilirli\u011fi ve hesap verebilirli\u011fi sa\u011flamak.<\/li>\n<\/ul>\n<p>Etkili bir \u00f6\u011frenme ortam\u0131 yaratmak i\u00e7in yukar\u0131daki nedenleri \u00f6nem s\u0131ras\u0131na g\u00f6re listeledim.<\/p>\n<h2>A.8.3 De\u011ferlendirme y\u00f6ntemleri<\/h2>\n<p>De\u011ferlendirmenin amac\u0131 ve ald\u0131\u011f\u0131 bi\u00e7im, \u00f6\u011fretmenlerin veya de\u011ferlendirenlerin felsefi duru\u015flar\u0131yla yak\u0131ndan ilgilidir: inand\u0131klar\u0131 \u015fey bilgiyi ve dolay\u0131s\u0131yla \u00f6\u011frencilerin bilgilerini nas\u0131l g\u00f6stermeleri gerekti\u011fini ortaya koyar. \u00d6\u011frencilerin dijital \u00e7a\u011fda ihtiya\u00e7 duyduklar\u0131 bilgi ve beceriler de de\u011ferlendirmenin bi\u00e7imini etkiler. Bunun anlam\u0131, i\u00e7erik bilgisi kadar becerilerin de\u011ferlendirilmesine de yo\u011funla\u015f\u0131lmas\u0131 gerekti\u011fidir. Buna g\u00f6re, s\u00fcrekli veya s\u00fcre\u00e7 de\u011ferlendirmenin (<em>formative<\/em>) ders sonunda yap\u0131lan sonu\u00e7 de\u011ferlendirme (<em>summative<\/em>) kadar \u00f6nemli oldu\u011funu s\u00f6yleyebiliriz.<\/p>\n<p>\u00c7ok \u00e7e\u015fitli de\u011ferlendirme y\u00f6ntemlerinden bahsedebiliriz. Teknolojinin \u00f6\u011frencileri de\u011ferlendirme y\u00f6ntemlerimizi nas\u0131l de\u011fi\u015ftirebildi\u011fini g\u00f6stermek i\u00e7in birka\u00e7 \u00f6rnek se\u00e7tim.<\/p>\n<h3>A.8.3.1 De\u011ferlendirme yok<\/h3>\n<p>Dikkate al\u0131nmas\u0131 gereken sorulardan biri, belki de birincisi, ilk a\u015famada \u00f6\u011frenmenin de\u011ferlendirilmesine <em>ihtiya\u00e7\u00a0<\/em>olup olmad\u0131\u011f\u0131d\u0131r. Uygulama topluluklar\u0131 gibi \u00f6\u011frenmenin informal oldu\u011fu ve \u00f6\u011frencilerin ne \u00f6\u011frenmek istediklerine ve \u00f6\u011frenme deneyiminden memnun olup olmad\u0131klar\u0131na kendilerinin karar verdi\u011fi durumlar olabilir. Baz\u0131 durumlarda da, \u00f6\u011frenciler formal olarak de\u011ferlendirilmek veya puanlanmak istemeyebilir (ya da buna ihtiya\u00e7 duymayabilir) ancak \u00f6\u011frenme s\u00fcrecinin neresinde olduklar\u0131na dair geri bildirim almak isteyebilirler: &#8216;Bunu ger\u00e7ekten anlad\u0131m m\u0131?&#8217; ya da &#8216;Di\u011ferleriyle kar\u015f\u0131la\u015ft\u0131r\u0131ld\u0131\u011f\u0131mda nas\u0131l bir performans g\u00f6steriyorum?&#8217;<\/p>\n<p>Bununla birlikte, bu gibi durumlarda bile uzmanlar\u0131n veya daha deneyimli kat\u0131l\u0131mc\u0131lar\u0131n ger\u00e7ekle\u015ftirece\u011fi baz\u0131 informal de\u011ferlendirme y\u00f6ntemleri, geri bildirim sa\u011flamak ve bir kat\u0131l\u0131mc\u0131n\u0131n ula\u015ft\u0131\u011f\u0131 veya ula\u015faca\u011f\u0131 yeterlilik ya da bilgi d\u00fczeyini g\u00f6stermek suretiyle di\u011fer kat\u0131l\u0131mc\u0131lar\u0131n \u00f6\u011frenmelerini art\u0131rmalar\u0131na katk\u0131 sa\u011flayabilir. Son olarak, \u00f6\u011frenciler de tercihen daha bilgili bir \u00f6\u011fretim eleman\u0131n\u0131n rehberli\u011fi ve takibi alt\u0131nda \u00f6z de\u011ferlendirme veya akran de\u011ferlendirme y\u00f6ntemleri kullanarak kendi \u00f6\u011frenmelerini art\u0131rabilirler.<\/p>\n<h3>A.8.3.2 Bilgisayar tabanl\u0131 \u00e7oktan se\u00e7meli testler<\/h3>\n<p><span>Olgular\u0131n, fikirlerin, ilkelerin, yasalar\u0131n ve matematik, fen ve m\u00fchendislik bilimlerindeki nicel prosed\u00fcrlere dair &#8216;nesnel&#8217; bilgilerin \u00f6l\u00e7\u00fclmesinde iyi ve maliyet-etkin bir y\u00f6ntemdir. Bununla birlikte, karma\u015f\u0131k problem \u00e7\u00f6zme, yarat\u0131c\u0131l\u0131k ve de\u011ferlendirme gibi \u00fcst d\u00fczey entelekt\u00fcel becerilerin de\u011ferlendirmesinde yeterli olmayabilir. Dolay\u0131s\u0131yla, dijital \u00e7a\u011f\u0131n gerektirdi\u011fi becerilerin bir \u00e7o\u011funun geli\u015ftirilmesinde veya de\u011ferlendirilmesinde \u00e7ok faydal\u0131 oldu\u011fu s\u00f6ylenemez.\u00a0<\/span><\/p>\n<h3>A.8.3.3 Yaz\u0131l\u0131 s\u0131navlar<\/h3>\n<p><span>K\u0131sa ve uzun yan\u0131tl\u0131 yaz\u0131l\u0131 s\u0131navlar, kavraman\u0131n ve ele\u015ftirel d\u00fc\u015f\u00fcnme gibi ileri d\u00fczey entelekt\u00fcel becerilerin baz\u0131lar\u0131n\u0131n de\u011ferlendirilmesinde iyi bir y\u00f6ntemdir. Bununla birlikte emek-yo\u011fun, \u00f6znelli\u011fe a\u00e7\u0131k ve pratik becerilerin de\u011ferlendirilmesinde yetersiz bir y\u00f6ntemdir. Yapay zeka kullanarak yaz\u0131l\u0131 s\u0131navlar\u0131n otomatik olarak de\u011ferlendirilmesine ili\u015fkin deneyler devam etse de, bug\u00fcne kadar yap\u0131lan \u00e7al\u0131\u015fmalarda de\u011ferlendirme esnas\u0131nda ge\u00e7erli bir semantik anlam belirleme konusunda hala daha s\u0131k\u0131nt\u0131lar ya\u015fanmaktad\u0131r (makinelerle puanlamada son duruma ili\u015fkin daha ayr\u0131nt\u0131l\u0131 bilgi i\u00e7in bkz.\u00a0<\/span><a href=\"http:\/\/mfeldstein.com\/si-ways-the-edx-announcement-gets-automated-essay-grading-wrong\/\">Mayfield, 2013<\/a>\u00a0ve <a href=\"http:\/\/vikparuchuri.com\/blog\/on-the-automated-scoring-of-essays\/\">Parachuri, 2013<\/a>).<\/p>\n<h3>A.8.3.4 Proje \u00e7al\u0131\u015fmalar\u0131<\/h3>\n<p><span>Proje \u00e7al\u0131\u015fmalar\u0131; i\u00e7eri\u011fin anla\u015f\u0131lmas\u0131, bilgi y\u00f6netimi, problem \u00e7\u00f6zme, i\u015fbirli\u011fine dayal\u0131 \u00f6\u011frenme, de\u011ferlendirme, yarat\u0131c\u0131l\u0131k ve pratik \u00e7\u0131kt\u0131lar elde edilmesi gibi otantik becerilerin geli\u015ftirilmesini te\u015fvik eder ve destekler. Ge\u00e7erli ve uygulanabilir proje \u00e7al\u0131\u015fmalar\u0131n\u0131n tasarlanmas\u0131 i\u00e7in, \u00f6\u011fretmenin veya \u00f6\u011fretim eleman\u0131n\u0131n \u00fcst d\u00fczey becerilere ve hayal g\u00fcc\u00fcne sahip olmas\u0131 gerekir.<span class=\"Apple-converted-space\">\u00a0<\/span><\/span><\/p>\n<h3>A.8.3.5\u00a0<span>e-Portfolyolar (elektronik \u00fcr\u00fcn dosyalar\u0131)<\/span><\/h3>\n<p><span>E-portfolyolar, yans\u0131ma, bilgi y\u00f6netimi, \u00f6\u011fretme veya hem\u015firelik uygulamas\u0131 gibi \u00f6\u011frenme etkinliklerinin kaydedilmesi ve de\u011ferlendirilmesi ile bir \u00f6\u011frencinin proje \u00e7al\u0131\u015fmalar\u0131na katk\u0131s\u0131n\u0131n kayda al\u0131nmas\u0131 gibi yollarla \u00f6z de\u011ferlendirmeyi olanakl\u0131 k\u0131lmaktad\u0131r (\u00f6rnek olarak bkz. <a href=\"http:\/\/contactnorth.ca\/pockets-innovation\/documenting-learning-using-e-portfolios-visual-arts-and-built-environment\">Windsor \u00dcniversitesi G\u00f6rsel Sanatlar B\u00f6l\u00fcm\u00fc\u2019nde e-portfolyo kullan\u0131m\u0131<\/a>). E-portfolyolar genellikle \u00f6\u011frenci taraf\u0131ndan haz\u0131rlan\u0131r ve saklan\u0131r; ancak, \u00f6l\u00e7me-de\u011ferlendirme veya i\u015f g\u00f6r\u00fc\u015fmesi gibi ama\u00e7larla d\u0131\u015far\u0131ya a\u00e7\u0131labilir veya uyarlanabilir. <span class=\"Apple-converted-space\">\u00a0<\/span><\/span><\/p>\n<h3>A.8.3.6 <span>Sim\u00fclasyonlar, e\u011fitsel oyunlar ve sanal d\u00fcnyalar<\/span><\/h3>\n<p>Bu t\u00fcr de\u011ferlendirmeler, a\u015fa\u011f\u0131da \u00f6rnekleri verilerin becerilerin geli\u015fimini kolayla\u015ft\u0131racakt\u0131r:<\/p>\n<ul>\n<li>karma\u015f\u0131k ve ger\u00e7ek zamanl\u0131 karar verme,<\/li>\n<li>karma\u015f\u0131k ekipmanlar\u0131n (sim\u00fcle veya uzak) kullan\u0131m\u0131,<\/li>\n<li>g\u00fcvenlik prosed\u00fcrlerinin ve fark\u0131ndal\u0131\u011f\u0131n art\u0131r\u0131lmas\u0131,<\/li>\n<li>g\u00fcvenli bir ortamda risk alma ve karar verme ile hem bili\u015fsel hem el becerilerinin birle\u015fimini gerektiren etkinlikler (bkz. <a href=\"http:\/\/contactnorth.ca\/pockets-innovation\/border-simulation\">Ontario Loyalist College&#8217;daki Kanada S\u0131n\u0131r Kap\u0131s\u0131 g\u00f6revlilerinin e\u011fitimi)<\/a>.<\/li>\n<\/ul>\n<figure id=\"attachment_61\" aria-describedby=\"caption-attachment-61\" style=\"width: 359px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.6.4.jpg\" alt=\"\" width=\"359\" height=\"265\" class=\"size-full wp-image-61\" srcset=\"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.6.4.jpg 359w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.6.4-300x221.jpg 300w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.6.4-65x48.jpg 65w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.6.4-225x166.jpg 225w, https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-content\/uploads\/sites\/56\/2017\/09\/\u015eekil-3.6.4-350x258.jpg 350w\" sizes=\"auto, (max-width: 359px) 100vw, 359px\" \/><figcaption id=\"caption-attachment-61\" class=\"wp-caption-text\">\u015eekil A.8.3.6 Sanal d\u00fcnya s\u0131n\u0131r kap\u0131s\u0131, Loyalist College, Ontario<\/figcaption><\/figure>\n<p>&nbsp;<\/p>\n<figure id=\"attachment_465\" class=\"wp-caption aligncenter\"><a href=\"http:\/\/opentextbc.ca\/teachinginadigitalage\/wp-content\/uploads\/sites\/29\/2014\/08\/Border-station-Loyalist-2.jpg\"><\/a><figcaption class=\"wp-caption-text\">\n<\/figcaption>Bu t\u00fcr y\u00f6ntemlerin geli\u015ftirilmesi \u015fu anda olduk\u00e7a pahal\u0131 olsa da, \u00e7oklu kullan\u0131m olanaklar\u0131n\u0131n oldu\u011fu, son derece pahal\u0131 ekipmanlar\u0131n yerini tuttu\u011fu, operasyonel etkinliklerin e\u011fitim sebebiyle durdurulamad\u0131\u011f\u0131 hallerde rahatl\u0131kla kullan\u0131labildi\u011fi veya a\u00e7\u0131k e\u011fitim kayna\u011f\u0131 olarak herkesin eri\u015fimine a\u00e7\u0131labilece\u011fi d\u00fc\u015f\u00fcn\u00fcld\u00fc\u011f\u00fcnde uzun vadede maliyet etkin y\u00f6ntemler olduklar\u0131n\u0131 s\u00f6yleyebiliriz.<\/p>\n<p>Yukar\u0131da bahsetti\u011fimiz de\u011ferlendirme y\u00f6ntemlerinin baz\u0131lar\u0131n\u0131n s\u00fcrece y\u00f6nelik, yani \u00f6\u011frencilerin sahip olduklar\u0131 bilgi ve yeterlilikleri geli\u015ftirmelerine yard\u0131mc\u0131 olan, baz\u0131lar\u0131n\u0131n da sonuca y\u00f6nelik, yani bir dersin veya program\u0131n sonunda \u00f6\u011frencinin bilgi ve beceri d\u00fczeyini de\u011ferlendiren y\u00f6ntemler oldu\u011fu g\u00f6r\u00fclecektir. Dijital bir \u00e7a\u011fda, de\u011ferlendirmenin ve \u00f6\u011fretimin daha da birbirine yak\u0131n, b\u00fct\u00fcnle\u015fik ve birbirini etkiler hale gelmesi son derece \u00f6nemlidir.<\/figure>\n<h2>A.8.4 Sonu\u00e7 olarak<\/h2>\n<p>De\u011ferlendirme y\u00f6ntemi kadar, \u00f6\u011frenciyi \u00f6\u011frenmeye iten bir \u015fey yoktur. De\u011ferlendirme y\u00f6ntemleri h\u0131zla de\u011fi\u015fmekte olup, de\u011fi\u015fmeye de devam edecektir. Beceri geli\u015fimi a\u00e7\u0131s\u0131ndan de\u011ferlendirmenin hem s\u00fcrekli olmas\u0131 hem de sonuca y\u00f6nelik olmas\u0131 gerekmektedir. De\u011ferlendirmenin niteli\u011fini ve kapsam\u0131n\u0131 zenginle\u015ftirebilecek dijital ara\u00e7lar\u0131n say\u0131s\u0131 g\u00fcn ge\u00e7tik\u00e7e artmaktad\u0131r. Bu nedenle, de\u011ferlendirme y\u00f6ntemlerinin se\u00e7imi ve di\u011fer unsurlarla ili\u015fkisi, etkili \u00f6\u011frenme ortamlar\u0131n\u0131 olu\u015fturan hayati fakt\u00f6rlerden biridir.<\/p>\n<div class=\"bcc-box bcc-info\">\n<h3 itemprop=\"educationalUse\">Etkinlik A. 8 Dijital \u00e7a\u011fda hangi de\u011ferlendirmeler \u00f6n planda?<\/h3>\n<ol>\n<li>Yukar\u0131daki listeye dahil etmem gereken ve dijital \u00e7a\u011fda ge\u00e7erli olan ba\u015fka de\u011ferlendirme y\u00f6ntemleri var m\u0131?<\/li>\n<li>\u00c7o\u011funlukla mali nedenlerle, bilgisayar tabanl\u0131 \u00e7oktan se\u00e7meli testler yayg\u0131n bir \u015fekilde kullan\u0131lmaktad\u0131r. Bununla beraber, istisnalar olsa da, bu testlerin dijital bir \u00e7a\u011f\u0131n gerektirdi\u011fi \u00fcst d\u00fczey kavramsal becerileri ger\u00e7ekten de\u011ferlendirmedi\u011fini d\u00fc\u015f\u00fcn\u00fcyorum. Siz de kat\u0131l\u0131yor musunuz?<\/li>\n<li>Dijital bir \u00e7a\u011fda \u00f6l\u00e7me-de\u011ferlendirme i\u00e7in daha uygun oldu\u011funu d\u00fc\u015f\u00fcnd\u00fc\u011f\u00fcn\u00fcz, \u00f6zellikle de \u00f6\u011fretmenin zaman\u0131 a\u00e7\u0131s\u0131ndan ayn\u0131 \u015fekilde ekonomik olan ba\u015fka y\u00f6ntemler olabilir mi? \u00d6rne\u011fin otomatikle\u015ftirilmi\u015f yaz\u0131l\u0131 s\u0131nav de\u011ferlendirmenin ge\u00e7erli bir alternatif oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyor musunuz?<\/li>\n<li>De\u011ferlendirmeyi, dersin sonunda de\u011fil de, ders planlamas\u0131n\u0131n en ba\u015f\u0131nda d\u00fc\u015f\u00fcnmek faydal\u0131 olacak m\u0131d\u0131r? Sizce uygulanabilir mi?<\/li>\n<li>Tarihsel D\u00fc\u015f\u00fcnmeyi Geli\u015ftirme ba\u015fl\u0131kl\u0131 Senaryo E&#8217;de, de\u011ferlendirme, dijital bir \u00e7a\u011f\u0131n gerektirdi\u011fi becerileri geli\u015ftirip de\u011ferlendirmek i\u00e7in etkili bir \u015fekilde kullan\u0131labildi mi? E\u011fer \u00f6yle oldu\u011funu d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, nas\u0131l? E\u011fer \u00f6yle olmad\u0131\u011f\u0131n\u0131 d\u00fc\u015f\u00fcn\u00fcyorsan\u0131z, ni\u00e7in?<\/li>\n<\/ol>\n<\/div>\n<h2>Kaynak\u00e7a<\/h2>\n<p>Earle, L. (2003)\u00a0<em>Assessment as Learning<\/em>\u00a0Thousand Oaks CA: Corwin Press<\/p>\n<p>Mayfield, E. (2013) Six ways the edX Announcement Gets Automated Essay Grading Wrong,\u00a0<a href=\"http:\/\/mfeldstein.com\/si-ways-the-edx-announcement-gets-automated-essay-grading-wrong\/\">e-Literate<\/a>, April 8<\/p>\n<p>Parachuri, V. (2013) On the automated scoring of essays and the lessons learned along the way,\u00a0<a href=\"http:\/\/vikparuchuri.com\/blog\/on-the-automated-scoring-of-essays\/\">vicparachuri.com<\/a>, \u00a0July 31<\/p>\n","protected":false},"author":43,"menu_order":8,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-1056","chapter","type-chapter","status-publish","hentry"],"part":1017,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/1056","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/users\/43"}],"replies":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/comments?post=1056"}],"version-history":[{"count":14,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/1056\/revisions"}],"predecessor-version":[{"id":1172,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/1056\/revisions\/1172"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/parts\/1017"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapters\/1056\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/media?parent=1056"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/pressbooks\/v2\/chapter-type?post=1056"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/contributor?post=1056"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/tonybates\/wp-json\/wp\/v2\/license?post=1056"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}