Psychology in testing: Constructional and conceptual discrepancy in language Tests

Bu çalışma, yabancı dil sınavı hazırlayanların, soruları yazarken sahip oldukları varsayımlar ile adayların bu sorulara yaklaşımlarında ortaya çıkan uyuşmazlıkları, nitel bir bakış açısıyla araştırmıştır. Ortaöğretim seviyesinde uygulanmış yabancı dil sınav soruları incelenmiş, bu sorularda, genel olarak, beş tür hata tespit edilmiştir. Bu hataların, soruların öğrencilerden, dil becerisi yerine, bilişsel beceriler, genel bilgi ve yüksek düzeyde gelişimsel birikim istemelerinden kaynaklandığı tespit edilmiş, bazı sorulardaki görsel ögelerin adaya katkısının olmadığı, bazı soruların ise güncel yabancı dil öğretim kuram ve yöntemleriyle çeliştiği gözlenmiştir.

Sınavlardaki psikolojik unsurlar: Soru yazma ve soruyu algılamadaki uyuşmazlıklar

This study investigates deficiencies in foreign language tests that stem from the discrepancy between test writers’ assumptions and the test takers’ approach to test items with a qualitative perspective. English language tests administered to elementary school students were analyzed. The analysis revealed that there are five types of common deficiencies. The deficiencies stem from the test items’ requiring cognitive skills, general knowledge and higher developmental potential instead of linguistic abilities. Visual aids provided in the test items are not always useful for test takers and some test items require explicit grammatical knowledge which is not suggested by current teaching models.

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