Öğrenenlerin E-Değerlendirmeye Dayalı Kişiselleştirilmiş Geri Bildirim Yollarının İncelenmesi

Araştırmanın amacı, öğrenenlerin e-değerlendirmeye dayalı geri bildirim tercihleri ve ihtiyaçlarına göre kişiselleştirilmiş geri bildirim yollarını incelemektir. Araştırmada tasarım tabanlı araştırma yöntemi kullanılmaktadır. 36 öğrenenden oluşan çalışma grubu, ölçüt örnekleme yöntemi ile belirlenmiştir. Güdülenme ve Üstbiliş ölçekleri, öğrenme yönetim sistemi kayıtları ve yarı yapılandırılmış görüşme formu veri toplama araçlarıdır. Veri analizi için betimsel analiz teknikleri, Ki-Kare bağımsızlık testi, Çoklu Uyum analizi ve içerik analizi, ayrıca bulguların sentezlenmesi için benzeşim ve gruplama yöntemleri kullanılmıştır. Sonuçta bir dizi kişiselleştirilmiş geri bildirim stratejileri kurulmuştur.

Anahtar Kelimeler:

geri bildirim, kişiselleştirilmiş geri bildirim, kişisel özellikler, e-değerlendirme

An Investigation of the Learners' Personalized Feedback Paths Based on E-Assessment

Purpose: The purpose of the research is to investigate personalized feedback paths of learners based on e-assessmentaccording to the feedback preferences of learners and their needs.Methodology: The design-based research method consisting of two stages was used in this study. The study group comprisedof 36 undergraduates in the department of Computer and Instructional Technology in the Education Faculty in one of the stateuniversities was determined based on criterion sampling method. The data collection process has carried out with the samestudy group at both design stages by using blended learning method. Data collection tools are consisted of Motivation andMetacognition scales, learning management system records and semi-structured interview form. The descriptive analysismethods, Chi-Square independence test, multiple correspondence analysis, and content analysis have been used for dataanalysis.Findings: According to the findings of the research, the effect of test anxiety and extrinsic goal orientation from motivationsources, metacognition, the judgment of learning and task level variables have determined on feedback preferences of thelearner. Classify by these characteristics, a number of personalized feedback strategies have been developed based on thelearner's preferences and needs for feedback. In addition, it was found that learners wanted to get feedback from teachersrather than peers because they found teacher’s feedback more qualified and they did not trust their peers' feedback.Highlights: In order to use the personalized feedback strategies developed in the research in different research groups andtraining programs, it should be important that the system is similar to those in this study. These should be similar systems thatdetermine both the learner's preference and the needs for feedback according to the learner characteristics to support learningperformance. Otherwise, it is thought that will be out of the context of personalization.

Keywords:

Feedback, . Personalized feedback, Personal characteristics, E-assessment,

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