Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 14 Sayı: 3, 190 - 201, 15.09.2018

Öz

Kaynakça

  • Alhareth, Y., & Ibtisam, A. (2014). The assessment process of pupils' learning in Saudi education system: A literature review. American Journal of Educational Research, 2(10), 883-891.
  • Bailey, K. M. (1996). The best laid plans: teachers’ in-class decisions to depart from their lesson plans. In K. M. Bailey, & D. Nunan (Eds): Voices from the Language Classroom. Cambridge: Cambridge University Press.
  • Bennett, R., & Gitomer, D. (2009). Educational Assessment in the 21st Century. New York, USA: Springer, Dordrecht.
  • Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment. Assessment in Education, 5(1), 103-110.
  • Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 57-75.
  • Borg, S. (1999). The use of grammatical terminology in the second language classroom: A qualitative study of teachers’ practices and cognitions. Applied Linguistics, 20(1), 95-126.
  • Brown, G. (2004). Teachers' conceptions of assessment: Implications for policy and professional development. Assessment in Education Principles Policy and Practice, 11(3), 301-318
  • Brown, G. T. L., & Gao, L. (2015). Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes. Cogent Education, 2(1), 993836. 1-19.
  • Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Freeman, & J. C. Richards (Eds): Teacher Learning in Language Teaching. Cambridge: Cambridge University Press.
  • Calveric, S.B. (2010). Elementary teachers’ assessment beliefs and practices. Unpublished doctoral dissertation thesis, Virginia Commonwealth University, Virginia, USA.
  • Crooks, T. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438-481
  • Earl, L. & Katz, S. (2006). Leading schools in a data-rich world: Harnessing data for school improvement. Thousand Oaks: Corwin.
  • Gonzales, R., & Aliponga, J. (2011). Classroom assessment preferences of Japanese language teachers in the Philippines and English language teachers in Japan. MEXTESOL Journal, 36(1), 1-19.
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Heaton, J. (1988). Writing English language tests. New York, USA: Longman Publishing.
  • Muñoz, A. P., Palacio, M. & Escobar, L. (2012). Teachers' Beliefs About Assessment in an EFL Context in Colombia. Profile: Issues in Teachers' Professional Development, 14,143-158.
  • Saefurrohman & Balinas, E. S. (2016). English Teachers Classroom Assessment Practices. International Journal of Evaluation and Research in Education, 5(1), 82-92.
  • Shepard, L. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, No:29, 4-14.
  • Stiggins, R. (2002). Where is our assessment future and how can we get there from here?: Boston: Allyn Bacon.
  • Taras, M. (2010). Assessment for learning: Assessing the theory and evidence. Procedia Social and Behavioral Sciences, 2(2), 3015-3022.
  • Torrance, H., & Pryor, J. (2001). Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal, 27(5), 615-631.
  • Wiliam, D. (2011). What is Assessment for Learning? Studies in Educational Evaluation 37, 3-14.

A study on Turkish EFL teachers’ beliefs about assessment and its different uses in teaching English

Yıl 2018, Cilt: 14 Sayı: 3, 190 - 201, 15.09.2018

Öz






















































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A study on Turkish EFL teachers’ beliefs about assessment and its different uses in teaching English

Teacher cognition research, which primarily focuses on identifying what teachers think, know and believe, is crucial to understanding teachers’ perceptional structure as it relates to their instructional practices. Thus, teachers’ cognition on assessment constitutes a significant research field not only in order to understand the foreign language teachers’ beliefs and practices, but also to account for their needs with regards to the assessment element. The current study categorizes the purposes of assessment in English as a Foreign Language classes under four main domains: (a) formative assessment, (b) summative assessment, (c) self-assessment of students, and (d) assessment to improve teachers’ instruction. Based on this framework, this study aims to find out EFL teachers’ beliefs about uses of assessment in teaching English and how their reported beliefs relate to their undergraduate departments and teaching experience. 70 Turkish EFL teachers who work at the Prep Class of a state university participated in the study. A 20-item 5-Likert scale questionnaire was used to collect the data. The results of this study reveal that the participants’ beliefs on assessment are strong on using assessment for formative purposes. Self-assessment procedures are given the next highest importance. Neither participant teachers’ undergraduate departments nor years of experience has an effect on participants’ assessment preferences. Besides the significant findings it has produced, the data collection tool of the current study is a significant contribution to the literature.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Önalani Okan



Affiliated
institution (University)



 National Defense University

Country



 Turkey



Email
address



 okanonalan@gmail.com

Department
& Rank



 



Corresponding author (Yes/No)


Write only one corresponding author.



 Yes



Author 2



Author
(Last name, First name)



 Karagül, Ali Emre



Affiliated
institution (University)



  National Defense University

Country



 Turkey



Email
address



 okanonalan@gmail.com

Department
& Rank



 



Corresponding
author (Yes/No)



 No



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


Kaynakça

  • Alhareth, Y., & Ibtisam, A. (2014). The assessment process of pupils' learning in Saudi education system: A literature review. American Journal of Educational Research, 2(10), 883-891.
  • Bailey, K. M. (1996). The best laid plans: teachers’ in-class decisions to depart from their lesson plans. In K. M. Bailey, & D. Nunan (Eds): Voices from the Language Classroom. Cambridge: Cambridge University Press.
  • Bennett, R., & Gitomer, D. (2009). Educational Assessment in the 21st Century. New York, USA: Springer, Dordrecht.
  • Biggs, J. (1998). Assessment and classroom learning: A role for summative assessment. Assessment in Education, 5(1), 103-110.
  • Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 57-75.
  • Borg, S. (1999). The use of grammatical terminology in the second language classroom: A qualitative study of teachers’ practices and cognitions. Applied Linguistics, 20(1), 95-126.
  • Brown, G. (2004). Teachers' conceptions of assessment: Implications for policy and professional development. Assessment in Education Principles Policy and Practice, 11(3), 301-318
  • Brown, G. T. L., & Gao, L. (2015). Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes. Cogent Education, 2(1), 993836. 1-19.
  • Burns, A. (1996). Starting all over again: From teaching adults to teaching beginners. In D. Freeman, & J. C. Richards (Eds): Teacher Learning in Language Teaching. Cambridge: Cambridge University Press.
  • Calveric, S.B. (2010). Elementary teachers’ assessment beliefs and practices. Unpublished doctoral dissertation thesis, Virginia Commonwealth University, Virginia, USA.
  • Crooks, T. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58(4), 438-481
  • Earl, L. & Katz, S. (2006). Leading schools in a data-rich world: Harnessing data for school improvement. Thousand Oaks: Corwin.
  • Gonzales, R., & Aliponga, J. (2011). Classroom assessment preferences of Japanese language teachers in the Philippines and English language teachers in Japan. MEXTESOL Journal, 36(1), 1-19.
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  • Heaton, J. (1988). Writing English language tests. New York, USA: Longman Publishing.
  • Muñoz, A. P., Palacio, M. & Escobar, L. (2012). Teachers' Beliefs About Assessment in an EFL Context in Colombia. Profile: Issues in Teachers' Professional Development, 14,143-158.
  • Saefurrohman & Balinas, E. S. (2016). English Teachers Classroom Assessment Practices. International Journal of Evaluation and Research in Education, 5(1), 82-92.
  • Shepard, L. (2000). The Role of Assessment in a Learning Culture. Educational Researcher, No:29, 4-14.
  • Stiggins, R. (2002). Where is our assessment future and how can we get there from here?: Boston: Allyn Bacon.
  • Taras, M. (2010). Assessment for learning: Assessing the theory and evidence. Procedia Social and Behavioral Sciences, 2(2), 3015-3022.
  • Torrance, H., & Pryor, J. (2001). Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal, 27(5), 615-631.
  • Wiliam, D. (2011). What is Assessment for Learning? Studies in Educational Evaluation 37, 3-14.
Toplam 23 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Okan Önalan

Ali Emre Karagül Bu kişi benim

Yayımlanma Tarihi 15 Eylül 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 14 Sayı: 3

Kaynak Göster

APA Önalan, O., & Karagül, A. E. (2018). A study on Turkish EFL teachers’ beliefs about assessment and its different uses in teaching English. Journal of Language and Linguistic Studies, 14(3), 190-201.
AMA Önalan O, Karagül AE. A study on Turkish EFL teachers’ beliefs about assessment and its different uses in teaching English. Journal of Language and Linguistic Studies. Eylül 2018;14(3):190-201.
Chicago Önalan, Okan, ve Ali Emre Karagül. “A Study on Turkish EFL teachers’ Beliefs about Assessment and Its Different Uses in Teaching English”. Journal of Language and Linguistic Studies 14, sy. 3 (Eylül 2018): 190-201.
EndNote Önalan O, Karagül AE (01 Eylül 2018) A study on Turkish EFL teachers’ beliefs about assessment and its different uses in teaching English. Journal of Language and Linguistic Studies 14 3 190–201.
IEEE O. Önalan ve A. E. Karagül, “A study on Turkish EFL teachers’ beliefs about assessment and its different uses in teaching English”, Journal of Language and Linguistic Studies, c. 14, sy. 3, ss. 190–201, 2018.
ISNAD Önalan, Okan - Karagül, Ali Emre. “A Study on Turkish EFL teachers’ Beliefs about Assessment and Its Different Uses in Teaching English”. Journal of Language and Linguistic Studies 14/3 (Eylül 2018), 190-201.
JAMA Önalan O, Karagül AE. A study on Turkish EFL teachers’ beliefs about assessment and its different uses in teaching English. Journal of Language and Linguistic Studies. 2018;14:190–201.
MLA Önalan, Okan ve Ali Emre Karagül. “A Study on Turkish EFL teachers’ Beliefs about Assessment and Its Different Uses in Teaching English”. Journal of Language and Linguistic Studies, c. 14, sy. 3, 2018, ss. 190-01.
Vancouver Önalan O, Karagül AE. A study on Turkish EFL teachers’ beliefs about assessment and its different uses in teaching English. Journal of Language and Linguistic Studies. 2018;14(3):190-201.