Abstract
The Covid-19 epidemic, which deeply affected educational practices all over the world, caused significant difficulties in the process of effective evaluation of students with the suspension of face-to-face education. This research deals with the assessment-evaluation methods applied by science and physics teachers in the online education process in high schools due to the Covid-19 pandemic in Turkey, and with the problems they have experienced in this process and with the proposed solutions. The research covers a 13-week period. A total of 65 teachers were included in the research. Qualitative method and phenomenology design was used in this research. Qualitative findings were evaluated with content analysis. During the online education period, it was determined that the teachers made assessments by sending questions and exams to the students via the Education Information Network (EBA), and sharing individual and group questions on social media, and there was no evaluation due to insufficient student participation in the courses. Alternative assessment-evaluation methods are mostly preferred by teachers who are open to academic development and a high level of digital literacy. Considering that online education applications are inevitable in emergency situations such as epidemics, the development of eligible assessment and evaluation applications and practices for online education is necessary as well as their presentation to teachers under the guidance of action researchers.
Highlights
The Covid-19 pandemic, which started in 2020 and deeply affected all countries in terms of socio-economic conditions, health, and education, continues to have profound effects on Turkey
We have found some international sources and articles which dealt with the topic of assessment-evaloation in online education in universities (Guangul et al, 2020; Mohapatra, 2020; Senel & Senel, 2021).We have not found any study that deals with the topic of assessment-evaloation in online education in high schools or the teachers’ experience and proposed solutions regarding this matter
Obtained findings are as follows: Based on the findings, assessment and evaluation applications, and multiple choice questions (f=70), homework (f=13), open-ended questions (f=11), gap-filling (f=9), matching (f=2) and true-false (f=2) categories were obtained. 12 codes belonging to the categories were used and the total number of content used in the codes was (f=107)
Summary
The Covid-19 pandemic, which started in 2020 and deeply affected all countries in terms of socio-economic conditions, health, and education, continues to have profound effects on Turkey. In which interaction between students and teachers could not be realized, live lessons were developed and put into practice by the Turkish Ministry of National Education (MEB) in the following period (MEB, 2020b). The Education Information Network (EBA) was developed by the NationalEducation on March 23, 2020, as a transitional form of online education platform due to the Covid-19 pandemic, which has become the most followed educational content platform in the world that had until May 28, 2021, approximately 24 billion visitors, 12 thousand lecture broadcast videos, 35 million downloads and nearly 180 million live lesson hours (YEGITEK, 2021a). In addition to the EBA applications applied locally in Turkey, Zoom online lessons were implemented in order to continue the education more effectively and uninterruptedly depending on the preferences of the teachers. MEB has published a statement that students will not carry the responsibility for the courses taught in the second semester (YEGITEK, 2021b)
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