İlköğretim Matematik Öğretmenliği Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1932
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Book Part Technology in Assessment(Routledge, 2025) Birgili, Bengi; Chue, Kah LoongGlobally, the evolution of technological trends has inspired the creation of technology-oriented assessments. As these assessments become more ubiquitous in schools, adopting new approaches is vital to ensure that education stays relevant and beneficial to students. Thus, the overall aim of this chapter is to illustrate how assessment processes and tools can be incorporated into future learning-oriented systems, with a particular emphasis on assessment as learning. This chapter will first introduce trajectories in technology-based assessment and highlight current trends in Artificial Intelligence. Second, changes in instructional and assessment approaches will be discussed. As developing metacognitive knowledge and skills is a central aim of assessment as learning, a discussion of metacognition will follow. Third, some recommendations in classroom assessment practices that teachers can undertake will be proposed. Finally, the chapter will conclude with some thoughts on the future intersections between technology and assessment.Book Part How the Cephei E-Course Syllabus Design Was Developed and Implemented(Springer International Publishing, 2022) Kurban, Fell Caroline; Kurban, Caroline FellWhile the digitalization of education has been around since the 1990s, it is only since the Covid-19 pandemic that it has really taken hold in education, when universities were forced to rapidly move online and traditional patterns of teaching were no longer viable. This pushed universities to provide a blended learning environment drawing on technologies that our students, as digital natives, had already been using on a daily basis for some time. However, blended learning is only effective if underpinned by tried and tested learning frameworks—something that many universities were not prepared for when the shift to online learning took place. The Cooperative e-learning Platform for Industrial Innovation (CEPHEI) however, was already prepared and ready for this shift, as from 2017 it had been working on the development of an e-learning platform with the aim of digitizing education while also integrating the reality of professional innovation activities into the context of education according to the demands of industry. To achieve this aim, one of the first phases of the project was to identify key learning frameworks for e-course syllabus design, based on existing research, that could be used to provide recommendations for instructors in the development of their CEPHEI courses. This chapter presents the culmination of this process and provides a framework that can be used by instructors or institutions wishing to design e-learning courses. To make these frameworks tangible for the reader, examples are given throughout the chapter from an undergraduate environmental engineering course in a civil engineering department. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.Book Part Book Part A Dilemma in Turkish Examination System: Open-Ended or Multiple-Choice?(Bialystok: E-BWN Publication, 2017) Birgili, Bengi; Kiraz, ErcanMinistry of National Education (MoNE) in Turkey, expressed the transition to Kazakh Examination System (Haberturk; 2013; Sabah, 2013; TEDMEM, 2013; TRTNews, 2013; Vatan, 2013) in evaluating student success in Turkish schools.Book Part University Students’ and Teachers’ Beliefs on Foreign Language Learning: a Match or Mismatch? in Marek Krawiec (ed.), Current Issues in Foreign Language Teaching and Learning(2016) Aktekin, Nafiye Çiğdem; Gliniecki Uysal Ayşegül...Book Part Speaking Skills. in Banu İnan Karagül & Doğan Yüksel (eds), the Theory and Practice of English Language Teaching(2016) Aktekin, Nafiye Çiğdem...Book Part Partitioning, Iterating When Teaching, and Learning Fraction Addition on Number Lines. in E. Silver and P. Kenney (editors) Chapter 17:(2016) Izsak, A; Tillema, E; Tunç-Pekkan, Zelha...Book Part Ruh Sağlığı Alanında Var Olan Olumsuz Tutumlar, Mitler ve Uygulamalar(TODAP, 2017) Toplu Demirtaş, EzgiToplumsal Dayanışma İçin Psikologlar Derneği (TODAP) olarak en başından itibaren gerek psikoloji alanındaki gerekse genel olarak toplumdaki homofobi ve transfobiye karşı çeşitli çalışmalar ve faaliyetler içerisinde olduk/oluyoruz. LGBTİ’lere yönelik homofobi, transfobi, ayrımcılık ve nefretin birçok farklı (ideolojik, toplumsal, politik, dini, vb.) kaynağı olmakla birlikte, psikologlar ve diğer ruh sağlığı uzmanları arasında karşılaşabildiğimiz homofobi ve transfobinin, kısmen bu konuda yanlış, eksik ya da yetersiz bilgi birikiminden kaynaklandığını söylemek mümkün. Bu durum, örneğin, “iyi niyetli” veya “bilimsel” olduğu varsayılan ama esasında zarar verici ve homofobik/transfobik olan müdahaleler şeklinde karşımıza çıkabiliyor. Tam da bu noktadan hareketle, TODAP olarak, psikologların LGBTİ’lerle mesleki çalışma yaparken bilgi yanlışlığı veya eksikliğinden kaynaklanan bu tür zarar verici müdahalelerden kaçınabilmelerine ve böylece LGBTİ’lerin homofobik/transfobik olmayan bir ruh sağlığı hizmeti alabilmelerine imkân sağlamak üzere bir kılavuz hazırlamaya karar verdik. Böylece 16 yazarın ortak emeğinin ürünü olan “Psikologlar İçin LGBTİ’lerle Çalışma Kılavuzu” ortaya çıktı. Her ne kadar kılavuzun öncelikli hedef kitlesi psikologlar ve psikoloji öğrencileri olsa da kılavuz genel olarak ruh sağlığı ile ilişkili tüm meslek çalışanlarına (psikiyatristler, psikolojik danışmanlar, sosyal hizmet uzmanları, psikiyatri hemşireleri, rehber öğretmenler) hitap etmektedir. Umuyoruz ki bu kılavuz, alandaki homofobi ve transfobiyle mücadelede ve LGBTİ’lere homofobik/transfobik olmayan bir ruh sağlığı hizmeti sunulmasında meslektaşlarımıza az da olsa rehberlik eder. *Kılavuzun olabildiğince çok meslektaşa ve öğrenciye ulaşabilmesi adına basılı formatın ücretsiz olarak dağıtılmasının yanı sıra PDF formatı da online olarak erişime açılmıştır. **Kılavuzun size gönderilmesi için todap.der@gmail.com adresine isim, meslek, kurum ve adres bilgilerinizi göndermeniz yeterlidir.Book Part