Mikro-öğrenme stratejisi odaklı e-değerlendirme görevlerinin çoklu ortam tasarım ilkelerine göre tasarlanması, geliştirilmesi ve değerlendirilmesi

Abstract

Presenting text and pictures together in assessment materials is characterized as ‘Multimedia Assessment'. In this study, it was aimed to design, develop and evaluate multimedia assessment tasks (MAT) focused on micro-learning strategy. The research was structured within the framework of the Holistic Design-Based Research model, carried out in three cycles: creative conceiving, testing-analysis and practical testing. The MAT was designed and developed with the relation of goal setting”, conception and development steps in the creative conceiving cycle and was implemented and evaluated in the testing and analysis steps of the testing-analysis cycle. The quality perceptions of multimedia assessment tasks rubric was developed to measure students' perceptions of the quality of the MAT. “Pedagogical quality perception”, “content quality perception” and “technological quality perception” were determined as the criteria of the rubric. In the first implementation, students' perceptions of pedagogical quality, content quality, and technological quality for the MAT were found to be in good level. In line with the findings obtained from the second cycle, the MAT was reorganized and applied within the relation of development, testing and analysis steps of the practical testing cycle. In the practical testing cycle, the informational pictures in the MAT were designed as animated informational pictures, the greeting sounds were removed and instead confetti animations were added, the decorative pictures on feedback screens of the pre-training activity were removed, and the content of the MAT was reorganized according to the microlearning strategy. As a result of the second implementation, students' perceptions of pedagogical quality, content quality, and technological quality for the MAT were found to be in the very good level. It was seen that the reorganized MAT was at a higher level in terms of students' perceptions of quality compared to the first implementation.