Abstract:

The aim of this research is to determine the teachers' opinions on the assessment of student success in remote learning practices in the epidemic process. In the research conducted by the quality method, the data was collected through a structured interview form. The study included 20 volunteer teachers who conducted both face-to-face and remote learning practices. According to the findings obtained in the study, teachers appear to be accustomed and tend to use the measurement and evaluation methods they use in face-to-face education as well as in distance learning. According to teachers, in the case of proper structure and reliability of tasks, it can be used as a measuring tool in evaluating student success in remote learning practices. In research, the definition of tasks as a formal measurement tool in measuring student success in remote learning practices is an important result. Teachers also pointed out that it can be used as a measurement method in distance learning in open-end classical written examinations. If technology and internet reliability are provided, it has come to the outcome that it is available in remote learning practices in already selectively tested tests and tests that require short responses. Teachers have not found it appropriate to use alternative measurement and evaluation forms such as individual development files, self and associate evaluation in remote learning practices.

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