Models for Postmodern Education in the Age of Technology: Task-Based Education and Formative Evaluation at University Level

Uzun L.

Innovative Practices and Future Prospects in ELT (INNOVAPROS 2020), İstanbul, Turkey, 15 - 16 October 2020, pp.10

  • Publication Type: Conference Paper / Summary Text
  • City: İstanbul
  • Country: Turkey
  • Page Numbers: pp.10


The present study aims at drawing attention to the very basic issues in education as well as provoking discussion related to learning as a cognitive, emotional, and social process, while concentrating specifically on the assessment and evaluation systems. The educational system of the current world has been facing serious incompatibilities and controversies, which have triggered the idea that it has become old-fashioned. Today’s students are no longer the people our educational system was designed to teach. Moreover, the innovations in the information and communication technologies, together with the alterations in the habits, needs, and interests of the new generation have made it necessary to rethink and restructure the philosophies and approaches to education. This is a critical review of the educational system employed predominantly in the world. The ties between the conditions enhanced by technology in the current age and the postmodern philosophy have been highlighted, and new models of (FL) education have been suggested as innovative solutions to the problems of the modern educational environments. The proposed models have been illustrated prior to explaining how they could be adapted to the new environments in the digitalized and globalized educational settings. The present research also investigated university students’ opinions about the convenience of exam-based or task-based approaches for their learning process that were compared in terms of their advantages and disadvantages. The results propose that the conventional approach, which is based on an exam-focused system should be changed in order to enhance the critical and creative skills as well as the personal and professional development of the individuals as far as possible. Related pedagogical implications have been exemplified, and suggestions for further research have been recommended.