Bu çalışma Türkiye’deki ilkokul, ortaokul ve lise kademesindeki devlet okullarında çalışan İngilizce öğretmenlerinin dil değerlendirme okuryazarlığını incelemeyi hedeflemiştir. Bu çalışmaya, farklı şehirlerde çalışan 101 öğretmen katılmıştır. Çalışmada, yöntem olarak karma yöntemden yararlanılmıştır, bu yüzden veri, hem nicel (anket) hem de nitel araştırma (mülakat) araçları aracılığıyla toplanmıştır. Araştırmanın nicel bölümünün verisi Vogt ve Tsagari tarafından hazırlanan (2014) Öğretmen Anketi vasıtasıyla üç alan altında toplanmıştır; sınıf odaklı dilde ölçme ve değerlendirme, ölçmenin amaçları ve dilde ölçme ve değerlendirmenin içerik ve kavramları. Anketlerden toplanan veri, katılımcıların eğitim seviyeleri ve ihtiyaçlarını belirlemek için ortalamalar, yüzdeler ve sıklıklar bakımından SPPS aracılığıyla analiz edilmiştir. Nitel aşamada, toplam 18 öğretmen mülakatlara katılmaya gönüllü olmuştur. Yarı-yapılandırılmış mülakatlar vasıtasıyla toplanan veri benzerlik ve farklılıkları bakımından tek tek analiz edilmiş ve seçici kodlama yapılmıştır. Anketlerden elde edilen genel sonuçlar, devlet lisesi, ortaokulu ve ilkokulunda çalışan İngilizce öğretmenlerinin, yabancı dilde ölçme değerlendirmenin tüm üç alanında da eğitim seviyelerini yetersiz olarak gördüklerini ve aynı zamanda bu alanlarda temel bir eğitime ihtiyaç duyduklarını göstermiştir. Ayrıca, nitel bulgular da anketlerden elde edilen veriyi, katılımcıların dil değerlendirme okuryazarlığının yetersizliğinin sebepleri konusunda fikir de vererek desteklemektedir.
The purpose of this study is to find out the language assessment literacy (LAL) of teachers who teach English at state elementary, middle, and high schools in Turkey. 101 teachers working in various cities participated in this study. A mixed-methods research design was employed in the study, so the data were collected through both quantitative (questionnaires) and qualitative (interviews) instruments. The data for the quantitative part of the study were collected by means of the “Teachers Questionnaire” prepared by Vogt & Tsagari (2014) under three domains regarding language testing and assessment (LTA); classroom-focused LTA, purposes of testing and content and concepts of LTA. The data from questionnaires were analyzed via SPSS in terms of means, percentages, and frequencies to find out the training levels and needs of the respondents in language assessment. In the qualitative phase, a total of 18 teachers volunteered to take part in the interviews. The qualitative data that was gathered through semi-structured interviews were analyzed one by one in terms of their similarities and differences, and selective coding was utilized. The overall results from the questionnaires indicated that EFL teachers who work at state high, middle and elementary schools in Turkey perceived their training levels in all three domains of LTA insufficient, and they were also in need of further basic training in those domains. Furthermore, qualitative findings also supported the findings from the questionnaires by also providing insights into the reasons for participants’ insufficiency of LAL levels.
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