Akademik Veri Yönetim Sistemi
Sakarya University Journal of Education Levent, U. Z. U. N., & ERTOK, Ş. Student Opinions on Task-Based Approach as Formative Evaluation versus Exam-Based Approach as Summative Evaluation in Education. , 10(2), 226-250., cilt.10, sa.2, ss.226-250, 2020 (Hakemli Dergi)
The present study investigated ELT students’ opinions about the
convenience of exam-based or task-based approaches for their learning process,
concerning three criteria that relate to the effectiveness of task-based and exambased education: 1. the contribution to the professional and personal development
of the students (whether task-based or exam-based applications develop them
better); 2. the contribution to their critical and creative skills; and 3. the advantages
and disadvantages of task-based and exam-based approaches. Exam-based approach
as summative assessment type and task-based approach as formative assessment
type were compared in terms of their advantages and disadvantages. Findings
indicate that the majority of the students are not satisfied with the summative
assessment system. Participants believe that the formative evaluation approach is
more appropriate for them. The results propose that the conventional approach,
which is based on an exam-focused system in the English Language Teaching
Department, should be changed in order to enhance future English teachers’
creative skills as well as their personal and professional development as far as
possible.