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Analysis on the relation between learningoutcomes, modules planning, assessment andevaluation, and high stake tests

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  1. Tez No: 707034
  2. Yazar: İBRAHİM ETHEM YAŞAR
  3. Danışmanlar: Belirtilmemiş.
  4. Tez Türü: Yüksek Lisans
  5. Konular: Eğitim ve Öğretim, Education and Training
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2017
  8. Dil: İngilizce
  9. Üniversite: Unıversıty Of East Anglıa
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: Belirtilmemiş.

Özet

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Özet (Çeviri)

Learning outcomes are an important part of any education process to make it more meaningful. The effect is further amplified with proper planning of lessons which are usually progressive. Assessments assist the teachers in conducting a knowledge check and look for gaps which may also be in the teaching process itself. Evaluations are a necessary part of any learning process and help holistic completion of the learning cycle. The study undertaken is an attempt to understand the underlying connections and inter-relations between each of the necessary parts in the learning process itself. The research would also attempt to record impacts of examination processes and emerging techniques which assist the education system. The precise focus of the study, however; is to understand the effects of assessment and evaluation on learning outcomes. In this regard, the positive and negative sides of the exam methods were examined. For further understanding, exams and their relations with learning outcomes were evaluated by looking at the effects of exams on learning outcomes. The positive and negative sides of the exam and their methods were examined. To do this, a small semi-structured interview was conducted to collect data. The participants were academicians. Participants were part of an academic group called 'Learn to Teach'. All the participants who were selected to form a deliberate sample, were permanent contract academics, with diverse research areas along with, specific expertise in assessments. Alternative and improving elements against the difficulties faced in the application of exam systems were presented. The study attempts to explore the field of assessment and evaluation while applying the concept of learning outcomes. In line with the above, exploration on the perception of exams in comparison to learning outcomes by academicians was also recorded

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