Özet:

In this study, the perceptions of students and teachers towards assessment and evaluation during the process of distance education were investigated. The study was conducted at secondary and high schools. The study was conducted with 460 individuals composing of 133 teachers and 327 students. In the survey, there were demographic questions, open-ended and semi-structured questions in order to determine participants’ perceptions of assessment and evaluation in distance education. As a result of the analyses, it was determined that teachers found assessment and evaluation instruments used in distance education sufficient, reliable and useful, partially. It was determined that, in distance education, teachers used multiple-choice question technique at most. Doing assessment and evaluation during distance education was found to be beneficial in terms of determining learning deficiencies and increasing learning quality. Furthermore, it was asserted that there was a reliability problem in assessment and evaluation in distance education. On the other hand, students stated that lesson success ought to be assessed via face-to-face techniques. Students also stated that it was better for them to be evaluated via tests and assignments. Both students and teachers were of the opinion that there ought to be equality in opportunity during distance education processes

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