The problem of evaluating primary school students in the online education process

Abstract

Distant education studies carried out during the COVID-19 pandemic period are handled at different education levels and from different perspectives. The purpose of this research is to evaluate the problem of evaluation of primary school students in online education with the opinions of teachers. This research was carried out by using qualitative research methods. The study group of the research consisted of 25 classroom teachers working in various primary schools in Almaty, Kazakhstan, in the 2021-2022 academic year. A semi-structured interview form was used as a data collection tool in the research. As a result of the research, teachers stated that face-to-face education is more advantageous than distance education in the evaluation of students. The teachers categorized the problems they encountered in the field of measurement and evaluation during the distance education process as technical problems, communication problems, method problems, and student problems. They suggested technical support, communication support, choosing the appropriate method, and motivating the students as the solution to the problems.
 
 Keywords: Distance education; evaluation; online education; teacher opinions

The Effect of Primary School Teachers Using Online Education on Their Professional Creativity

“…In the distance education process, students and teachers physically connect by making use of teaching resources and interactive communication technologies in different environments (Bhuyan, 2021;Selvaraj et al, 2021). Distance education has conceptual aims such as creating new educational opportunities, combining work and education, creating equal opportunities in education, providing lifelong learning, incorporating educational technologies into the process, providing individual and mass education opportunities, and making education effective, efficient, and cost-effective (Izmagambetova et al, 2022). The effect of online education applications, which are known to have many advantages and disadvantages on teacher creativity is an important research topic.…”

Perceptions of the <i>Book Creator</i>’s role as a forefront of SEL during the COVID-19 pandemic

“…The student can respond in the same manner, creating a quasi-continuous dialogue between lecturer and student. This type of ongoing dialogue provides a solution to the drawbacks of online, emergency remote education mentioned by the students throughout the COVID-19 pandemic (Fidalgo et al, 2020;Izmagambetova et al, 2022).…”

“…Assessment was also left unchanged, while lecturers reverted to traditional written tests as a means of evaluation. In addition, the lecturer's ability to provide ongoing feedback to promote an educational dialogue and learning processes and to enable a continual learning process was impaired (Izmagambetova et al, 2022). Nevertheless, it is noteworthy that along with the initial shock of the need to address emergency remote education, the Ministry of Education began to devise accommodations for lecturers.…”

“…In addition, the features of the BC enable continuous evaluation by receiving personal, detailed feedback via audio or video recording by the lecturer. Thus, the possibility for an ongoing connection, based on a variety of communication channels like what is made possible by the BC, provides a solution for the disadvantages mentioned by the students during the COVID-19 lockdown (Fidalgo et al, 2020;Izmagambetova et al, 2022). This study seeks to examine which of the SEL competences according to the students, were manifested because of the implementation of the BC during the period of emergency remote education.…”

“…Therefore, during emergency remote education, teachers must deal not only with the transfer of knowledge to students, but with caring, empathy and emotional support during emergency remote education Bozkurt & Sharma, 2020). In addition, students reported that they had difficulty receiving feedback from their lecturers (Fidalgo et al, 2020) and using assessment tools that were unsuitable for distant learning (Izmagambetova et al, 2022). As such, it was found that there was an increase in lack of academic integrity including a rise in incidents of plagiarism (Lancaster & Cotarlan, 2021).…”