ONL?NE E??T?M?N BA?ARISI AăISINDAN B?ă?MLEND?R?C? DE?ERLEND?RMEN?N ÍNEM? THE IMPORTANCE OF FORMATIVE EVALUATION FOR SUCCESS OF ONLINE EDUCATION

Abstract

Author(s): Davut HOTAMAN

Although formal education is the most widely used form of education in all societies, many countries have distance education practices to meet the educational needs of those who cannot benefit from formal education. In parallel with the developments in information and communication technologies over time, the use of many communication and technology-intensive tools such as radio, television, satellite, computer and internet that can reach every house has increased. This situation has both made distance education an alternative to formal education and paved the way for temporary alternative education practices in order to continue formal education practices that might be interrupted for any reason. If a country has sufficiently strong information networks, you can easily establish and develop distance education programs in that country. However, there are opinions stating that regardless of the type of distance education applications, it will give more positive results for adults with strong self-control and motivation, who can take more responsibility for learning. Individuals who do not have these qualifications or who have not reached this level will have learning deficiencies, especially in subjects that require abstract and face-to-face activities. When the related literature is examined, considering that distance education may reduce the level of student attendance and motivation, it is thought that formative assessment that can provide quick feedback to students during online lessons will become important for success. Placing formative assessment at the center of the assessment activities to be carried out in the online education process will fulfill an important function in terms of identifying and eliminating the learning deficiencies that may occur. With short follow-up quizzes at the end of the lessons, the learning deficiencies of the student should be determined and different educational practices should be used to eliminate them. It is considered that follow-up practices that aims identifying such learning deficiencies will also work in terms of recovery, participating in the lesson, paying attention and thus reminding the student responsibility for learning. The aim of this study is to emphasize that monitoring learning deficiencies caused by online education applications requires sensitivity and is an important determinant for the success of online education. This study is theoretical as it is conducted as a literature review.

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