Determining the Practice Differences in Preschool Teachers’ Practices for Evaluating Children in the Face-To and Distance Education Process, With the Views of the Teachers

Abstract

Child assessment studies are essential for the child, the teacher, and the program. Daily evaluations help educators reveal the holistic picture of the child, determine \rthe program’s effectiveness, and determine the appropriateness of the methods used by the teacher. The COVID-19 pandemic affected the field of education and all \rother fields, and it required updating the evaluation methods. This is aimed to compare the evaluation processes of preschool teachers in face-to-face and distance \reducation. The study was designed using basic qualitative research. The participants consist of 20 teachers determined by criterion sampling, one of the purposeful \rsampling methods. In the research, in which standardized interview and demographic information forms were used, data were collected online and content analysis \rwas used in the analysis. As a result of the research, teachers use different assessment techniques and the same assessment techniques in face-to-face and distance \reducation processes. Assessment techniques are divided into two categories as authentic and traditional assessment; the assessment methods they use are mostly \robservation interviews and portfolios. As a result of the research, it was determined that the evaluation studies were used at different time intervals. In the light of \rthe findings, it can be said that it is a desirable situation in the literature that teachers use other techniques; however, the frequency of evaluation is not as expected \rin the literatüre.