Tuna Pusa E., Dinçer S.
SAGE OPEN, cilt.15, sa.3, ss.1-18, 2025 (SSCI)
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Yayın Türü:
Makale / Derleme
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Cilt numarası:
15
Sayı:
3
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Basım Tarihi:
2025
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Doi Numarası:
10.1177/21582440251360495
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Dergi Adı:
SAGE OPEN
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Derginin Tarandığı İndeksler:
Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ERIC (Education Resources Information Center), Directory of Open Access Journals
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Sayfa Sayıları:
ss.1-18
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Anahtar Kelimeler:
E-evaluation, e-evaluation tools, e-assessment, e-assessment tools, meta-synthesis
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Çukurova Üniversitesi Adresli:
Evet
Özet
This meta-synthesis study examines the use of digital assessment tools in education, focusing on their prevalence, benefits, limitations, and recommendations for effective integration into teaching processes. Based on 41 empirical studies published between December 2012 and January 2023, this study follows the thematic synthesis approach proposed. Studies were selected using defined inclusion criteria from ERIC, Scopus, and ISI Web of Knowledge databases. A coding process was conducted independently by two researchers, and thematic categories were derived through consensus and cross-validation. The synthesis identified frequently used tools such as e-portfolios, web-based systems, and LMS platforms. Findings indicate that while digital tools provide personalized feedback and facilitate learner autonomy, they face limitations such as technical constraints and limited capacity for assessing higher-order thinking skills. This study concludes that addressing these challenges is essential for realizing the full potential of e-assessment in education.