Yazma Öğretme ve Değerlendirmede Öğretmen Tutumları

Yabancı dil eğitiminde yazma becerisini güvenilir ve tutarlı bir biçimde değerlendirmek oldukça zordur. Hamp-Lyons'un (2002) dediği gibi, değerlendirme yazarın kişisel değerlerinden ayrı tutulamayacağı gibi öğretme ve öğrenme üzerindeki kaçınılmaz olumsuz etkileri de yadsınamaz. Dolayısıyla, not verme süreci her zaman kişisel yargılara maruz kalacaktır; bu da öğrencinin yazdıklarının adil ve doğru değerlendirilmesini zorlaştırmaktadır (Pearson, 2004). Bu çalışmanın amacı Bülent Ecevit Üniversitesi Hazırlık Okulu öğretmenlerinin yazma becerisinin öğretilmesi ve değerlendirilmesiyle ilgili tutumlarını belirlemektedir. Çalışmanın sonucu öğretmenlerin metin bütünlüğünü dilbilgisi, yazıda kelime, yazma eğitimi ve yazmanın değerlendirilmesinden daha fazla önemsediklerini göstermiştir. Bununla birlikte, öğretmenler ders uygulamalarında çoğunlukla öğrencilere yazma süreçlerinde yardım ederlerken dilbilgisine odaklanmaktadırlar. Dahası, değerlendirme süreçlerinde dilbilgisine önem vermektedirler.

Anahtar Kelimeler:

Yazma Değerlendirmesi, Yazma Öğretimi, Yazma Değerlendirmesi, Yazma Öğretimi

Teacher Beliefs on Teaching and Evaluating Writing

in foreign language education, reliable and consistent measurement of writing abilities has quite often been challenging. As Hamp-Lyons (2002) explains assessment is not value-free and it cannot be separated from who the writer is and from the undeniable effects of "washback" (p. 182) on teaching and learning. Therefore, scoring procedures will always be subject to human judgment; therefore, making fair and accurate assessment of student writing is difficult to actually reach (Pearson, 2004). This study aims to define attitudes of the teachers in Bülent Ecevit University Prep School in teaching and evaluating writing. The results ofthe frequency analysis ofthe questionnaire based on teachers' writing practices and their views on their students' abilities suggest that textual coherence is more important than grammar and vocabulary in writing, writing instruction, and writing assessment. However, in their own practice, the teachers mostly focus on grammar while they are helping students to write. Besides, they are mostly concerned with grammar in their evaluation of students' paragraphs and essays.

Keywords:

Writing Assessment, Writing lnstruction,

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