Pedagogical, Ethical, and Psychometric Orientations of Digital Assessment Applications within a Conceptual Framework

İsmail Demir

doi:10.30703/cije.1758405

EN TR

Pedagogical, Ethical, and Psychometric Orientations of Digital Assessment Applications within a Conceptual Framework

Öz

This study aims to examine the criticisms and development suggestions expressed in the academic literature regarding digital assessment and evaluation applications, and the application orientations around which these applications are structured. The research was conducted using a mixed-content analysis approach that combines qualitative thematic coding with quantitative descriptive indicators. The dataset was created from peer-reviewed academic publications on digital assessment tools. Studies were searched in Scopus, Web of Science, ERIC, and Google Scholar databases using the keywords digital assessment, e-exam, e-portfolio, and learning analytics assessment, and selected according to predetermined inclusion criteria. In the analysis process, open, axial, and selective coding stages were applied; the obtained themes were classified within categories based on the pedagogical goals of digital assessment applications, the types of technology used, assessment strategies, and ethical-psychometric principles. The coding process was carried out by two researchers, and inter-coder agreement was checked with comparative evaluation. Qualitative thematic results were supported by frequency and trend analyses. The findings show that data security and access inequality issues are prominent in the literature, and that digital assessment applications largely focus on low and medium-level cognitive skills. Furthermore, the findings reveal that digital assessment processes are structured according to different application orientations based on pedagogical, ethical, and technological dimensions.

Anahtar Kelimeler

Kavramsal Bir Çerçeve Bağlamında Dijital Ölçme Uygulamalarının Pedagojik, Etik ve Psikometrik Yönelimleri

Öz

Bu çalışma, dijital ölçme ve değerlendirme uygulamalarına ilişkin akademik literatürde dile getirilen eleştirileri, gelişim önerilerini ve bu uygulamaların hangi uygulama yönelimleri etrafında yapılandığını incelemeyi amaçlamaktadır. Araştırma, nitel tematik kodlama ile nicel betimsel göstergeleri bir arada kullanan karma içerik analizi yaklaşımıyla yürütülmüştür. Veri seti, dijital değerlendirme araçlarını konu alan hakemli akademik yayınlardan oluşturulmuştur. Çalışmalar Scopus, Web of Science, ERIC ve Google Scholar veri tabanlarında digital assessment, e-exam, e-portfolio ve learning analytics assessment anahtar kavramları kullanılarak taranmış ve önceden belirlenen dâhil edilme ölçütlerine göre seçilmiştir. Analiz sürecinde açık, eksenel ve seçici kodlama aşamaları uygulanmış; elde edilen temalar dijital ölçme uygulamalarının pedagojik hedefleri, kullanılan teknoloji türleri, değerlendirme stratejileri ve etik-psikometrik ilkeleri temel alan kategoriler çerçevesinde sınıflandırılmıştır. Kodlama süreci iki araştırmacı tarafından yürütülmüş ve kodlayıcılar arası uyum karşılaştırmalı değerlendirme ile kontrol edilmiştir. Nitel tematik sonuçlar frekans ve eğilim analizleriyle desteklenmiştir. Bulgular, literatürde veri güvenliği ve erişim eşitsizliği konularının öne çıktığını ve dijital ölçme uygulamalarının büyük ölçüde düşük ve orta düzey bilişsel becerilere odaklandığını göstermektedir. Ayrıca, elde edilen bulgular dijital değerlendirme süreçlerinin pedagojik, etik ve teknolojik boyutlar temelinde farklı uygulama yönelimleri doğrultusunda yapılandığını ortaya koymaktadır.

Anahtar Kelimeler

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitimde Ölçme ve Değerlendirme (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

İsmail Demir ^*
0000-0001-9756-1901
Türkiye

Yayımlanma Tarihi

15 Mayıs 2026

Gönderilme Tarihi

4 Ağustos 2025

Kabul Tarihi

24 Nisan 2026

Yayımlandığı Sayı

Yıl 2026 Cilt: 15 Sayı: 1

DOI

https://doi.org/10.30703/cije.1758405

IZ

https://izlik.org/JA35EC85BP

Kaynak Göster

RIS / Bibtex

APA

Demir, İ. (2026). Pedagogical, Ethical, and Psychometric Orientations of Digital Assessment Applications within a Conceptual Framework. Cumhuriyet Uluslararası Eğitim Dergisi, 15(1), 313-337. https://doi.org/10.30703/cije.1758405

AMA

1.Demir İ. Pedagogical, Ethical, and Psychometric Orientations of Digital Assessment Applications within a Conceptual Framework. CUE. 2026;15(1):313-337. doi:10.30703/cije.1758405

Chicago

Demir, İsmail. 2026. “Pedagogical, Ethical, and Psychometric Orientations of Digital Assessment Applications within a Conceptual Framework”. Cumhuriyet Uluslararası Eğitim Dergisi 15 (1): 313-37. https://doi.org/10.30703/cije.1758405.

EndNote

Demir İ (01 Mayıs 2026) Pedagogical, Ethical, and Psychometric Orientations of Digital Assessment Applications within a Conceptual Framework. Cumhuriyet Uluslararası Eğitim Dergisi 15 1 313–337.

IEEE

[1]İ. Demir, “Pedagogical, Ethical, and Psychometric Orientations of Digital Assessment Applications within a Conceptual Framework”, CUE, c. 15, sy 1, ss. 313–337, May. 2026, doi: 10.30703/cije.1758405.

ISNAD

Demir, İsmail. “Pedagogical, Ethical, and Psychometric Orientations of Digital Assessment Applications within a Conceptual Framework”. Cumhuriyet Uluslararası Eğitim Dergisi 15/1 (01 Mayıs 2026): 313-337. https://doi.org/10.30703/cije.1758405.

JAMA

1.Demir İ. Pedagogical, Ethical, and Psychometric Orientations of Digital Assessment Applications within a Conceptual Framework. CUE. 2026;15:313–337.

MLA

Demir, İsmail. “Pedagogical, Ethical, and Psychometric Orientations of Digital Assessment Applications within a Conceptual Framework”. Cumhuriyet Uluslararası Eğitim Dergisi, c. 15, sy 1, Mayıs 2026, ss. 313-37, doi:10.30703/cije.1758405.

Vancouver

1.İsmail Demir. Pedagogical, Ethical, and Psychometric Orientations of Digital Assessment Applications within a Conceptual Framework. CUE. 01 Mayıs 2026;15(1):313-37. doi:10.30703/cije.1758405