İngilizce Hazırlık Programlarında Görev Alan Okutmanların Dil Ölçme ve Değerlendirme Bilgilerinin Araştırılması
Bu çalışmanın temel amacı, Türkiye’deki İngilizce hazırlık programlarında
görev yapmakta olan okutmanların dildeki ölçme ve değerlendirme
bilgilerinin incelenmesidir. Bu çalışma, aynı zamanda okutmanların
dildeki ölçme ve değerlendirmeye yönelik algılarını ve bunun öğretmenlik
uygulamalarına yansımalarını bulmayı hedeflemektedir. Dildeki ölçme ve
değerlendirme seviyelerini bulmak için, Dilde Ölçme Değerlendirme Bilgisi
Ölçeği farklı üniversitelerden 195 İngilizce okutmanına uygulanmıştır.
Çalışmanın nitel veri aşamasında ise, dil ölçme ve değerlendirme
algıları ve bunun sınıflarına yansımalarını bulmak amacıyla 17 İngilizce
okutman ile röportajlar gerçekleştirilmiştir. Sonuçlar, okutmanların yeterli
düzeyde ölçme ve değerlendirme bilgilerine sahip olduklarını ve bunu
sınıf içi uygulamalarına yansıtabildiklerini göstermiştir. Ayrıca, eğitim
durumu, öğretmenlik deneyimi, dilde ölçme ve değerlendirme konusunda
eğitimlere katılıp katılmama gibi demografik özelliklerin katılımcıların
ölçme ve değerlendirme bilgilerine bir etkisi olmadığı tespit edilmiştir. Bu
bulgular, İngilizce okutmanları için dilde ölçme ve değerlendirme hakkında
tavsiyeler ve ölçme ve değerlendirme alanında ileriki araştırmalar için
öneriler sunmaktadır.
Exploring Language Assessment Literacy of EFL Instructors in Language Preparatory Programs
The overall purpose of this study is to investigate language assessment
knowledge of English as a Foreign Language (EFL) instructors working in
language preparatory programs of the universities in Turkey. The study also
aims to find out EFL instructors’ perceptions of language assessment and its
reflections in their teaching practices. In order to measure their level of language
assessment knowledge, Language Assessment Knowledge Scale (LAKS) was
administered to 195 EFL instructors from different universities. With regard to
the qualitative phase, interviews were conducted with 17 EFL instructors to find
out their perceptions of language assessment and its reflections in the classroom.
The findings demonstrated that EFL instructors had considerable knowledge of
language assessment, and they could reflect their knowledge in their teaching
practice. Also, it was found that certain demographic features, including
educational background, teaching experience, or attending any professional
development training on language assessment, did not have any impact on
EFL instructors’ language assessment knowledge. The findings offer several
implications for EFL instructors regarding language assessment and provide
recommendations for further research in the field of testing and assessment.
___
- Alderson, J. C., Clapham, C., & Wall, D. (1995). Language test construction and
evaluation. Cambridge, England: Cambridge University Press.
- Alderson, J.C., & Bachman, L. (2004). Series editors’ preface. In S. Luoma (Eds.),
Assessing speaking (pp. 9-11). Cambridge: Cambridge University Press.
doi:10.1017/CBO9780511733017.001
- Cowie, B., & Bell, B. (1999). A model of formative assessment in Science
Education. Assessment in Education: Principles, Policy & Practice, 6(1),
101-116.
- Firoozi, T., Razavipour, K. & Ahmadi, A. The language assessment literacy
needs of Iranian EFL teachers with a focus on reformed assessment
policies. Lang Test Asia 9, 2 (2019). https://doi.org/10.1186/s40468-019-
0078-7.
- Gottheiner D. M., & Siegel M. A. (2012). Experienced Middle School Science
Teachers’ Assessment Literacy: Investigating Knowledge of Students’
Conceptions in Genetics and Ways to Shape Instruction. The Association
for Science Teacher Education, USA J Sci Teacher Educ 23, 531–557.
http://dx.doi.org/10.1007/s10972-012-9278z
- Hakim, B. (2015). English language teachers’ ideology of ELT assessment
literacy. International Journal of Education & Literacy Studies, 3(4), 42-
48.
- Hatipoğlu, Ç. (2015). English language testing and evaluation (ELTE) training in
Turkey: Expectations and needs of pre-service English language teachers.
ELT Research Journal, 4(2), 111-128.
- Inbar-Lourie, O. (2008a). Constructing a language assessment knowledge base:
A focus on language assessment courses. Language Testing, 25(3), 385–
402.
- Inbar-Lourie, O. (2008b). Language assessment culture. In E. Shohamy & N. H.
Hornberger (Eds.), Encyclopedia of language and education (2nd ed.)
(pp. 285-299). Springer Science Business Media LLC.
- Inbar-Lourie, O. (2017). Guest editorial to the special issue on language
assessment literacy. Language Testing, 30(3), 301–307.
- Jannati, S. (2015). ELT Teachers’ Language Assessment Literacy: Perceptions and
Practices. The International Journal of Research in Teacher Education,
6(2), 26-37.
- Karaman, P. & Şahin, Ç. (2017). Öğretmen Adaylarının Ölçme-Değerlendirme
Okuryazarlıklarının Mikro-Öğretim Yoluyla Geliştirilmesi. Journal of
Turkish Studies, 12, 255-274.
- Katz, A. & Gottlieb, M. (2013). Assessment in the Classroom. In the Encyclopedia
of Applied Linguistics, C. A. Chapelle (Ed.). doi:10.1002/9781405198431.
wbeal0042
- Malone, M. (2013). The essentials of assessment literacy: Contrasts between
testers and users. Language Testing, 30(3), 329-344. https://doi.
org/10.1177/0265532213480129.
- Mede, E., & Atay, D. (2017). English Language Teachers’ assessment literacy:
The Turkish context. Dil Dergisi, 168(1), 1-5.
- Mertler, C. A. (1998). Classroom assessment practices of Ohio teachers. Paper
presented at the annual meeting of the Mid-Western Educational Research
Association, Chicago, IL, October (ERIC Document Reproduction
Service No. 428 085).
- Muñoz, A. P., Palacio, M., & Escobar, L. (2012). Teachers’ beliefs about
assessment in an EFL context in Colombia. Profile: Issues in Teachers’
Professional Development, 14(1).
- Ölmezer-Öztürk, E. & Aydın, B. (2018). Developing and Validating Language
Assessment Knowledge Scale (LAKS) and Exploring the Assessment Knowledge of EFL instructors. Unpublished PhD Dissertation, Anadolu
University, Turkey.
- Ölmezer-Öztürk, E., & Aydın, B. (2019). Investigating language assessment
knowledge of EFL instructors. Hacettepe University Journal of
Education, 34(3), 602-620. doi: 10.16986/HUJE.2018043465
- Öz, S. & Atay, D. (2017). Turkish EFL instructors’ in-class language assessment
literacy: perceptions and practices. ELT Research Journal, 6(1), 25-44.
- Plake, B. S. (1993). Teacher assessment literacy: Teachers’ competencies in
the educational assessment of students. Mid-Western Educational
Researcher, 6(1), 21-27.
- Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kaplan, 72(7), 534–539.
- Sultana, N. (2019). Language assessment literacy: an uncharted area for the
English language teachers in Bangladesh. Language Testing in Asia. 9.
10.1186/s40468-019-0077-8.
- Tao, N. (2014). Development and validation of classroom assessment literacy
scales: English as a Foreign Language (EFL) teachers in a Cambodian
Higher Education Setting. Unpublished PhD dissertation, Victoria
University, Australia.
- Taras, M. (2005). Assessment -summative and formative- some theoretical
reflections. British Journal of Educational Studies, 53(4), 466-478.
- Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied
Linguistics, 29(1), 21–36.
- Taylor, L. (2013). Communicating the theory, practice and principles of language
testing to test stakeholders: Some reflections. Language Testing, 30(3),
403–412.
- Tosuncuoğlu, I. (2018). Importance of Assessment in ELT. Journal of Education
and Training Studies, 6(9), 163-167.
- Tsagari, D. (2008). Assessment literacy of EFL instructors in Greece: Current
trends and future prospects. PowerPoint presentation at the 5th Annual
EALTA Conference, May 9-11, Athens, Greece.
- Tsagari, D., & Vogt, K. (2017). Assessment Literacy of Foreign Language
Teachers around Europe: Research, Challenges and Future Prospects.
Papers in Language Testing and Assessment, 6(1), 41-63.
- William, D. (2013). Assessment: The Bridge between Teaching and Learning.
Voices from the Middle, 21(2), 15-20.
- Wojtczak, A. (2002). Medical education terminology. Medical Teacher, 24(4),
357-357