Turkish
p-ISSN 2146-796X
e-ISSN 2146-7978
Editor-in-Chief
Yunus Söylet

Editors
Recep Öztürk
Salih Murat Akkın
Süphan Nasır

Associate Editors
Burak Önal
Harun Serpil
Yiğit Yurder
2019 Volume 9
 
 
Deomed Publishing
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Volume 6, Issue 2, August 2016,
Page(s): 84-94
Case Study
Received: August 16, 2016; Accepted: November 30, 2016; Published online: January 24, 2017
doi:10.2399/yod.16.008; Copyright © 2016, Deomed
An investigation regarding the Bologna process: Comparison of student assessment methods and student workload
Zeynep Şen1 (E-mail), Gonca Uludağ2, Yüksel Kavak1, Süleyman Sadi Seferoğlu3
1Department of Educational Sciences, 2Department of Primary Education, 3Department of Computer Education and Instructional Technology, Faculty of Education, Hacettepe University, Ankara, Turkey
*This study was presented as a paper at "Third International Congress of Educational Programs and Teaching". The full text was not published, but only the abstract was published in the abstract book of the congress.
Abstract
Bologna process as a reform at higher education is based on European Credit Transfer System that predicates student workload. Calculating student workload and defining student assesment methods are important issues in Bologna process. The aim of this study is comparing student workload which is effective in determining course ECTS to student tasks which affect the course assessment. Within the scope of the study, 12 masters programs with thesis at Hacettepe University Graduate School of Educational Sciences were investigated. Two compulsory and two elective courses from each program which means 48 course catalogues in total were investigated. The results of the study showed that the tasks on course assessment system tables and the tasks on student workload tables do not match up in general. Moreover, the tasks' number and contribution rate on the tables conflict with each other. It's determined that total workload of some courses calculated incorrectly and when ECTS (student workload table) calculations were being done, total workload was ignored. The research results indicate that instructors need to be provided with training on how the course catalogues are developed, in particular how student workload is calculated and how course assessment system needs to be integrated with the rest of the course packages. In the meantime, it can be claimed that investigation of the reasons in the task differences observed in the tables, which might be a result of inaccurate performance of the software used for course catalogue, are very important. Thus, it could be emphasized the fact that that the universities need to give priority to software updates.
Keywords: Bologna process, course catalogue, educational sciences, ECTS, European Higher Education Area, Hacettepe University, higher education, student assessment methods, student workload, Turkey, workload.
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Yükseköğretim Dergisi / Journal of Higher Education (Turkey)

Yükseköğretim Strateji ve Araştırma Derneği (YÖSAD) yayın organıdır. Deomed Yayıncılık tarafından yayımlanmaktadır. / Official Publication of the Higher Education Strategy and Research Association (YÖSAD). Published by Deomed Publishing. Copyright © 2020, Deomed.
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Yükseköğretim Dergisi çevrimiçi (online) sürümünde yayımlanan akademik içeriğin kullanım hakları, ilgili içerikte tersi belirtilmediği sürece Deomed Yayıncılık tarafından Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) lisansı aracılığıyla bedelsiz sunulmaktadır. / Except where otherwise noted, academic content of this online version of the journal by Deomed Publishing is licensed under the terms of Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) License.