Fatıma Nur FİŞNE, İskender Hakkı SARIGÖZ

Devlet okullarındaki 4. sınıflarda İngiliz dili ölçme ve değerlendirme uygulamaları

Çocuk yaşta dil öğrenenler, kendi çevrelerini anlamlandırarak İngilizce öğrenmelerini yapılandırmada önemli bir rol oynarlar. Bu sebeple, İngilizce sınıflarında çocukları ölçmek ve değerlendirmek için uygun ve özel ölçme araçlarının ve tekniklerinin kullanılması gerekmektedir. Bu bağlamda, çocukların karakteristik özelliklerine ve sınıf deneyimlerine aşina olmak gerekir. Dolayısı ile bu çalışma Milli Eğitim Bakanlığına bağlı 4. Sınıflarda uygulanan dil ölçme ve değerlendirme etkinliklerini araştırmayı ve müfredat unsurları ile uygulamada olan etkinlikler arasındaki ilişkiyi incelemeyi amaçlamaktadır. Bu amaç doğrultusunda dil ölçme süreçleri hakkında derinlemesine bilgi toplamak için görüşme ve sınıf-temelli gözlem yapılmıştır. Temel bulgular İngilizce öğretmenlerinin 4. Sınıfta çoğunlukla biçimlendirme (formatif) amacı ile ölçme ve değerlendirme yaptığını göstermektedir. Dil becerileri olarak yazma ve kelime bilgisi daha yaygın olarak ölçülmektedir. Ayrıca, yazılı sınavlar ve ödevler çocuk yaşta dil öğrenenlerin sınıflarında geniş ölçüde uygulanmaktadır. Uygulanan ölçme programının en güçlü tarafının objektiflik olduğu düşünülmektedir. Öte yandan, dil ölçme ve değerlendirme için ayrılan zaman çocukları kapsamlı olarak ölçmek için yeterli olmayabilir. Bu araştırma, devlet ilkokullarının 4. Sınıf düzeyindeki İngilizce ölçme ve değerlendirme sürecinde müfredat gerekliliklerinin kuramsal ve pratik biçimde uygulanması hakkında derinlemesine bilgi sunmaya çalışmaktadır.

English language assessment and evaluation practices in the 4th grade classes at mainstream schools

Young language learners (YLLs) have a pivotal role in constructing their English language learning by makingsense of their own environment. For that reason, assessing and evaluating young learners in English as a ForeignLanguage (EFL) classroom setting require the administration of appropriate and tailor-made measurement toolsand techniques. In this respect, it is necessary to become familiar with YLLs’ characteristics and classroom-basedexperiences. Accordingly, this study aims to investigate the existing language assessment practices in the 4th gradeclassroom in MoNE (Ministry of National Education) and to examine the relationship between curricularunderpinnings and real-life practices. To this end, classroom-based observation and interviews were conducted tocollect in-depth data about young learners’ language assessment process. The basic findings show that EFLteachers carry out English language assessment and evaluation at the 4th grade with mainly formative purposes.As language skills, writing and vocabulary are more commonly assessed. In addition, written exams andassignments are extensively administered in YLLs’ classrooms. It is regarded that objectivity is the major strengthof the current language assessment program whereas the allotted time for language assessment and evaluation maynot be enough to assess young learners comprehensively. This research attempts to provide information on thetheoretical and practical implementation of curricular requirements in English language assessment and evaluationprocess at the 4th grade at state primary schools.

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