Çevrim İçi Ölçme ve Değerlendirmede Kimlik Tanıma ve Doğrulama Sistemlerinin Kullanımı: Üniversite Öğrencilerinin Deneyimleri
Abstract
Bu çalışmanın amacı, çevrim içi ölçme-değerlendirme etkinliklerinde kimlik tanıma ve doğrulaması yapılmasını sağlayacak bir sistemin kullanımının, öğrencilerin görüşlerini ne yönde etkilediğini ve öğrencilerin kullanım deneyimlerini belirlemektir. Çalışma, Avrupa Komisyonu tarafından finanse edilen H2020 Programı çerçevesinde TeSLA Projesi (Öğrenme için Güvene dayalı Uyarlanabilir bir e-Değerlendirme Sistemi) kapsamında gerçekleştirilmiştir. Çevrim içi değerlendirmede kimlik tanıma ve doğrulama için yüz tanıma, ses tanıma, klavye dinamikleri, yazma stili ve intihal araçlarını içeren TeSLA Sistemi, Türkiye’de bir devlet üniversitesinin farklı fakültelerinde 12 lisans ve lisansüstü dersinde bir öğretim dönemi boyunca test edilmiştir. Çalışmanın katılımcılarını üçüncü pilot çalışmanın ilk aşamasında TeSLA sistemini kullanan 231 üniversite öğrencisi oluşturmaktadır. Nicel bir tarama çalışması olarak tasarlanan araştırmada veriler uygulama öncesi ve sonrasında olmak üzere bir ön anket ve son anket aracılığıyla toplanmıştır. Veriler SPSS istatistik programında eşleştirilmiş örneklem t-Testi ve ANOVA testi uygulanarak analiz edilmiştir. Analizler madde bazında gerçekleştirilmiştir. Sonuç olarak, TeSLA deneyiminin memnuniyet, çevrim içi değerlendirmeye duyulan güven, kişisel verilerin paylaşımında rahat hissetme, çevrim içi değerlendirmede kopya ve intihali azaltması ve çevrim içi değerlendirmenin avantajları açılarından öğrenci görüşlerini olumlu yönde değiştirdiği tespit edilmiştir. Öte yandan, TeSLA deneyimi öğrencilerin endişelendikleri konular üzerinde olumsuz
bir etki yaratarak bu endişelerin artmasına neden olmuştur. Bu sonuçlara bağlı olarak elde edilen bulgular, ilgili alan yazın kapsamında tartışılmıştır.
Keywords
E-Değerlendirme E-Öğrenme Çevrim İçi Değerlendirme Kimlik Tanıma ve Doğrulama Uzaktan Eğitim
References
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- Ferrão, M. (2010). E-assessment within the Bologna paradigm: Evidence from Portugal. Assessment & Evaluation in Higher Education, 35(7), 819–830. https://doi.org/10.1080/02602930903060990 adresinden 12.06.2021 adresinden 12.06.2021 tarihinde erişilmiştir.
- Gathuri, J. W., Luvanda, A., Matende, S. ve Kamundi, S. (2014). Impersonation challenges associated with e-assessment of university students. Journal of Information Engineering and Applications, 4(7), 60–68. http://www.jkuat.ac.ke/campuses/kigali/wp-content/uploads/2014/04/Impersonation-challenges-associated-with-e-assesment.pdf adresinden 12.06.2021 tarihinde erişilmiştir.
- Guerrero-Roldán, A. E., Rodríguez-González, M. E., Karadeniz, A., Kocdar, S., Aleksieva, L. ve Peytcheva-Forsyth., R. (2020). Students’ experiences on using an authentication and authorship checking system in e-assessment. Hacettepe University Journal of Education, 35(Special Issue), 6-24. https://10.16986/HUJE.2020063670 adresinden 10.05.2021 tarihinde erişilmiştir.
- Harmon, O. R., Lambrinos, J. ve Buffolino, J. (2010). Assessment design and cheating risk in online instruction. Online Journal of Distance Learning Administration, 13(3). https://www.westga.edu/~distance/ojdla/Fall133/harmon_lambrinos_buffolino133.html adresinden 08.04.2021 tarihinde erişilmiştir.
- Hillier, M. (23-26 Kasım 2014). The very idea of e-exams: Student (pre) conceptions. [Bildiri/Poster sunumu]. Australasian Society for Computers in Learning in Tertiary Education Konferansı, Dunedin, NZ. https://www.researchgate.net/publication/269105287_The_Very_Idea_of_e-Exams_Student_Preconceptions adresinden 08.04.2021 tarihinde erişilmiştir.
- JISC (2007). Effective practice with e-assessment: An overview of technologies, policies and practices in further and higher education. https://www.webarchive.org.uk/wayback/%20archive/20140615085433/http://www.jisc.ac.uk/media/documents/themes/elearning/effpraceas-sess.pdf adresinden 08.12.2020 tarihinde erişilmiştir.
- Knuth, M. (2016). D5.3 – Instruments technical description and development scheduling. X adaptive trust‐based e‐ assessment. http://X-project.eu/wp-content/uploads/2017/06/D5.3-Instruments-technical-descriptionand-developmenet-scheduling.pdf adresinden 22.12.2020 tarihinde erişilmiştir.
- Kocdar, S., Karadeniz, A., Peytcheva-Forsyth, R. ve Stoeva, V. (2018). Cheating and plagiarism in e-assessment: Students’ perspectives. Open Praxis, 10(3), 221-235. https://doi.org/10.5944/openpraxis.10.3.873 adresinden 08.04.2021 tarihinde erişilmiştir.
- Lee-Post, A. ve Hapke, H. (2017). Online learning integrity approaches: Current practices and future solutions. Online Learning, 21(1), 135–145. http://dx.doi.org/10.24059/olj.v21i1.843 adresinden 08.04.2021 tarihinde erişilmiştir.
- Mellar, H., Peytcheva-Forsyth, R., Kocdar, S., Karadeniz, A. ve Yovkova, B. (2018). Addressing cheating in e-assessment using student authentication and authorship checking systems: teach¬ers’ perspectives. International Journal for Educational Integrity, 14(2). https://doi.org/10.1007/s40979-018-0025-x adresinden 12.04.2021 tarihinde erişilmiştir.
- Okada, A., Noguera, I., Alexieva, L., Rozeva, A., Kocdar, S., Brouns, F., Ladonlahti, T., Whitelock, D. ve Guerrero-Roldán, A.E. (2019). Pedagogical approaches for e-assessment with authentication and authorship verification in higher education. British Journal of Educational Technology, 50(6), 3264–3282. https://doi.org/10.1111/bjet.12733 adresinden 08.04.2021 tarihinde erişilmiştir.
- Pedersen, C., White, R. ve Smith, D. (2012). Usefulness and reliability of online assessments: A Business Faculty’s experience. International Journal of Organisational Behaviour, 17(3), 33–45. https://core.ac.uk/download/pdf/11049736.pdf adresinden 08.03.2021 tarihinde erişilmiştir.
- Redecker, C., Punie, Y. ve Ferrari, A. (2012). eAssessment for 21st century learning and skills. A. Ravenscroft, S. Lindstaedt, C. D. Kloos ve D. Hernandez‐Leo (Eds.), 21st century learning for 21st century skills içinde (ss. 292–305). Springer. https://doi.org/10.1007/978-3-642-33263-0_23 adresinden 08.03.2021 tarihinde erişilmiştir.
- Rolim, C. ve Isaias, P. (2019). Examining the use of e‐assessment in higher education: Teachers and students’ viewpoints. British Journal of Educational Technology, 50(4), 1785-1800. https://doi.org/10.1111/bjet.12669 adresinden 08.03.2021 tarihinde erişilmiştir.
- Rowe, N. C. (2004). Cheating in online student assessment: Beyond plagiarism. Online Journal of Distance Learning Administration, 7(2). https://eric.ed.gov/?id=EJ1114183 adresinden 08.03.2021 tarihinde erişilmiştir.
- Sorensen, E. (2013). Implementation and student perceptions of e-assessment in a Chemical Engineering module. European Journal of Engineering Education, 38(2), 172–185. https://doi.org/10.1080/03043797.2012.760533 adresinden 08.03.2021 tarihinde erişilmiştir.
Abstract
The purpose of this study is to determine the impact of using an authentication and authorship system in online assessment activities on students’ opinions and to identify students’ user experiences. The study was carried out within the context of the TeSLA Project (An Adaptive Trust-Based e-Assessment System for Learning), which was developed under an H2020 project funded by the European Commission. The TeSLA System, which contains face recognition, voice recognition, keystroke dynamics, forensic analysis, and plagiarism tools in online assessment, was tested during a semester in 12 undergraduate and graduate courses in various faculties of a state university in Turkey. The study participants were 231 university students using the TeSLA system in the first phase of the third pilot study. In the study, which was designed as survey research, the data were collected before and after the implementation through a pre and post-questionnaire. The data were analyzed via paired samples t-Test and ANOVA. The analysis was conducted item by item. As a result, the TeSLA experience appears to positively change students’ views in terms of satisfaction, trust, confidence in sharing personal data, reducing cheating and plagiarism in online assessment, and advantages of an online assessment. On the other hand, the TeSLA experience had a negative impact on the issues students were worried about, causing these concerns to increase. The findings obtained based on these results were discussed within the scope of the relevant literature.
Keywords
Authentication and Authorship Checking Distance Education E-Assessment E-Learning Online Assessment
References
- Apampa, K. M., Wills, G. ve Argles, D. (2011). Towards a blob-based presence verification system in summative e-assessments. International Journal of e-Assessment, 1(1). https://eprints.soton.ac.uk/272918/1/International%2520Journal%2520of%2520e-Assessment%2520vol.1%2520no.1%25202011%2520.pdf adresinden 29.11.2020 tarihinde erişilmiştir.
- Attia, M. A. (2014). Postgraduate students’ perceptions toward online assessment: The case of the faculty of education, Umm Al-Qura university. Education for a knowledge society in Arabian Gulf Countries içinde (ss. 151–173). Emerald Group Publishing Limited. https://www.emerald.com/insight/content/doi/10.1108/S1479-367920140000024015/full/html adresinden 28.11.2020 adresinden 25.12.2020 tarihinde erişilmiştir.
- Bartley, J. M. (2005). Assessment is as assessment does: A conceptual framework for understand¬ing online assessment and measurement. Online assessment and measurement: Foundations and challenges içinde (ss. 1–45). IGI Global. https://www.igi-global.com/chapter/assessment-assessment-does/27680 adresinden 25.12.2020 tarihinde erişilmiştir.
- Cluskey, G.R. Ehlen C.R. ve Raiborn, M.H. (2011). Thwarting online exam cheating without proctor supervision. Journal of Academic and Business Ethics, 4, 1-7. https://www.aabri.com/manuscripts/11775.pdf adresinden 05.01.2021 tarihinde erişilmiştir.
- Creswell, J. W. ve Plano-Clark, V. L. (2011). Designing and conducting mixed methods research. Sage. De Villiers, R., Scott-Kennel, J. ve Larke, R. (2016). Principles of effective e-assessment: A proposed framework. Journal of International Business Education, 11, 65–92. https://cpb-ap-e2.wpmucdn.com/blogs.auckland.ac.nz/dist/5/293/files/2017/08/ deVilliers-et-al_e-Assessment-paper-1q23tsh.pdf adresinden 05.01.2021 tarihinde erişilmiştir.
- Dermo, J. (2009). E-assessment and the student learning experience: A survey of student percep¬tions of e-assessment. British Journal of Educational Technology, 40(2), 203–214. https://doi.org/10.1111/j.1467-8535.2008.00915.x adresinden 05.01.2021 tarihinde erişilmiştir.
- Digital Education Action Plan 2021-2027. (2020). Resetting education and training for the digital age. https://ec.europa.eu/education/sites/education/files/document-library-docs/deap-communication-sept2020_en.pdf adresinden 12.06.2021 tarihinde erişilmiştir.
- Ferrão, M. (2010). E-assessment within the Bologna paradigm: Evidence from Portugal. Assessment & Evaluation in Higher Education, 35(7), 819–830. https://doi.org/10.1080/02602930903060990 adresinden 12.06.2021 adresinden 12.06.2021 tarihinde erişilmiştir.
- Gathuri, J. W., Luvanda, A., Matende, S. ve Kamundi, S. (2014). Impersonation challenges associated with e-assessment of university students. Journal of Information Engineering and Applications, 4(7), 60–68. http://www.jkuat.ac.ke/campuses/kigali/wp-content/uploads/2014/04/Impersonation-challenges-associated-with-e-assesment.pdf adresinden 12.06.2021 tarihinde erişilmiştir.
- Guerrero-Roldán, A. E., Rodríguez-González, M. E., Karadeniz, A., Kocdar, S., Aleksieva, L. ve Peytcheva-Forsyth., R. (2020). Students’ experiences on using an authentication and authorship checking system in e-assessment. Hacettepe University Journal of Education, 35(Special Issue), 6-24. https://10.16986/HUJE.2020063670 adresinden 10.05.2021 tarihinde erişilmiştir.
- Harmon, O. R., Lambrinos, J. ve Buffolino, J. (2010). Assessment design and cheating risk in online instruction. Online Journal of Distance Learning Administration, 13(3). https://www.westga.edu/~distance/ojdla/Fall133/harmon_lambrinos_buffolino133.html adresinden 08.04.2021 tarihinde erişilmiştir.
- Hillier, M. (23-26 Kasım 2014). The very idea of e-exams: Student (pre) conceptions. [Bildiri/Poster sunumu]. Australasian Society for Computers in Learning in Tertiary Education Konferansı, Dunedin, NZ. https://www.researchgate.net/publication/269105287_The_Very_Idea_of_e-Exams_Student_Preconceptions adresinden 08.04.2021 tarihinde erişilmiştir.
- JISC (2007). Effective practice with e-assessment: An overview of technologies, policies and practices in further and higher education. https://www.webarchive.org.uk/wayback/%20archive/20140615085433/http://www.jisc.ac.uk/media/documents/themes/elearning/effpraceas-sess.pdf adresinden 08.12.2020 tarihinde erişilmiştir.
- Knuth, M. (2016). D5.3 – Instruments technical description and development scheduling. X adaptive trust‐based e‐ assessment. http://X-project.eu/wp-content/uploads/2017/06/D5.3-Instruments-technical-descriptionand-developmenet-scheduling.pdf adresinden 22.12.2020 tarihinde erişilmiştir.
- Kocdar, S., Karadeniz, A., Peytcheva-Forsyth, R. ve Stoeva, V. (2018). Cheating and plagiarism in e-assessment: Students’ perspectives. Open Praxis, 10(3), 221-235. https://doi.org/10.5944/openpraxis.10.3.873 adresinden 08.04.2021 tarihinde erişilmiştir.
- Lee-Post, A. ve Hapke, H. (2017). Online learning integrity approaches: Current practices and future solutions. Online Learning, 21(1), 135–145. http://dx.doi.org/10.24059/olj.v21i1.843 adresinden 08.04.2021 tarihinde erişilmiştir.
- Mellar, H., Peytcheva-Forsyth, R., Kocdar, S., Karadeniz, A. ve Yovkova, B. (2018). Addressing cheating in e-assessment using student authentication and authorship checking systems: teach¬ers’ perspectives. International Journal for Educational Integrity, 14(2). https://doi.org/10.1007/s40979-018-0025-x adresinden 12.04.2021 tarihinde erişilmiştir.
- Okada, A., Noguera, I., Alexieva, L., Rozeva, A., Kocdar, S., Brouns, F., Ladonlahti, T., Whitelock, D. ve Guerrero-Roldán, A.E. (2019). Pedagogical approaches for e-assessment with authentication and authorship verification in higher education. British Journal of Educational Technology, 50(6), 3264–3282. https://doi.org/10.1111/bjet.12733 adresinden 08.04.2021 tarihinde erişilmiştir.
- Pedersen, C., White, R. ve Smith, D. (2012). Usefulness and reliability of online assessments: A Business Faculty’s experience. International Journal of Organisational Behaviour, 17(3), 33–45. https://core.ac.uk/download/pdf/11049736.pdf adresinden 08.03.2021 tarihinde erişilmiştir.
- Redecker, C., Punie, Y. ve Ferrari, A. (2012). eAssessment for 21st century learning and skills. A. Ravenscroft, S. Lindstaedt, C. D. Kloos ve D. Hernandez‐Leo (Eds.), 21st century learning for 21st century skills içinde (ss. 292–305). Springer. https://doi.org/10.1007/978-3-642-33263-0_23 adresinden 08.03.2021 tarihinde erişilmiştir.
- Rolim, C. ve Isaias, P. (2019). Examining the use of e‐assessment in higher education: Teachers and students’ viewpoints. British Journal of Educational Technology, 50(4), 1785-1800. https://doi.org/10.1111/bjet.12669 adresinden 08.03.2021 tarihinde erişilmiştir.
- Rowe, N. C. (2004). Cheating in online student assessment: Beyond plagiarism. Online Journal of Distance Learning Administration, 7(2). https://eric.ed.gov/?id=EJ1114183 adresinden 08.03.2021 tarihinde erişilmiştir.
- Sorensen, E. (2013). Implementation and student perceptions of e-assessment in a Chemical Engineering module. European Journal of Engineering Education, 38(2), 172–185. https://doi.org/10.1080/03043797.2012.760533 adresinden 08.03.2021 tarihinde erişilmiştir.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | June 25, 2022 |
| Submission Date | December 18, 2021 |
| Published in Issue | Year 2022 Volume: 12 Issue: 1 |
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