20 SES 09, Using New Technologies and Systems Transforming Education and Learning in Multicultural Contexts
The European Credit Transfer (ECTS) was introduced in 1989, within the framework of Erasmus. It was set up initially for credit transfer of students who studied abroad by means of Erasmus exchange programme. It is a kind of student-centered system. This system is based on the student workload which is required to achieve the objectives of a programme. The acquired objectives of the programme are preferably specified in terms of learning outcomes and competences. To understand the level of student achievement, the ECTS grade transfer scale was used. It helps to students, European Universities and employers for understanding ECTS. The ECTS scale can be seen as an interface, transforming local scales to a common system where A–E denote passing grades. By definition, ECTS should distribute the passing students into five cohorts representing fixed percentiles (Warfvinge, 2008). This article deals with the problems connected with introduction of the European Credit Transfer System (ECTS) at a university in Turkey. This article explores the European-wide educational reform known as the Bologna Process in order to assess course credit hours as well as degree programs with the view of academicians who give these courses. Today Bologna Process is a newly developed reform in higher education. It has already engendered important state-level reforms Europe (Roper, 2007). ECTS is one of the most important fields of study in the application phase of Bologna Process in Turkey. In recent years, many universities in Turkey intensified their studies for adjusting their credit and grading systems to ECTS principles. The focus of this article is on the relationships between grading systems, assessment characteristics and students’ learning in the higher education institutions. In addition, this article also examines the development of the Bologna Process and logic of the ECTS in Turkey. To this aim answers to the following research questions are explored.
What is the current situation of ECTS in Turkey?
How this reform is currently being viewed in Turkey with the aspects of academicians?
How the academicians are assess applications of ECTS program in Turkey?
Is the new ECTS system better than the traditional one?
Roper, S.D., (2007). European Education Reform and Its Impact on Curriculum and Admissions: Implications of the Bologna Process on United States Education. Journal of Political Science Education. Vol. 3 Issue.1, pp.51-60. Warfvinge, P., (2008). A generic method for distribution and transfer of ECTS and other norm-referenced grades within student cohorts. European Journal of Engineering Education.Vol. 33, issue. 4, pp.453-462. Yıldırım, A., & Şimşek, H. (2003). Qualitative research methods in social sciences. Ankara: Seçkin Yayıncılık. (in Turkish)
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