Determination of cyber accessibility of teacher made tests/exams


Ozdemir G., ÖZDEMİR A. , GELBAL S.

INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION, vol.8, no.3, pp.553-569, 2021 (Journal Indexed in ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 8 Issue: 3
  • Publication Date: 2021
  • Doi Number: 10.21449/ijate.780556
  • Title of Journal : INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION
  • Page Numbers: pp.553-569
  • Keywords: Teacher-made exams, Cyber accessibility, Exam reliability, Teacher made tests/exams, Assessment

Abstract

This study aims at determining the cyber accessibility of teacher-made exams by analyzing the teachers', students', and parents' views on this subject. To fulfill this purpose, 60 exam papers in 4 different courses, including Turkish, Mathematics, Science, Social Studies/Atattirk's Principles and Revolutions, were examined through the technique of document analysis. Also, nine teachers, nine students, and nine parents were interviewed through semi-structured interview forms. According to the results, the level of cyber accessibility of secondary school teacher-made exams were; 87% for Turkish, 51% for mathematics, 99% for Science, and 88% for Social Studies/Atattirk's Principles and Revolutions courses. The highest level of cyber accessibility was found in multiple-choice and open-ended questions for Turkish courses, true-false questions for mathematics courses, open-ended, true-false, matching, and gap-filling questions for the Science courses and open-ended questions for Social Studies/Atattirk's Principles and Revolutions courses. Students and parents stated that they make use of cyber accessible websites while preparing for teacher-made exams. On the other hand, teachers indicated that they perceived themselves incompetent in assessment and evaluation.