Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2023, Sayı: 93, 330 - 341, 16.03.2023
https://doi.org/10.17753/sosekev.1202936

Öz

Kaynakça

  • Ahmad, I. F. (2020). Alternative assessment in distance learning in emergencies spread of coronavirus disease (Covid-19) in Indonesia. Jurnal Pedagogik, 7(01), 195-222.
  • Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (Vol. 10). Pearson Education. Brown, S., & Knight, P. (2012). Assessing learners in higher education. Routledge.
  • Darling-Hammond, L. (2013). Performance-based assessment and educational equity. In H. R. Hollins (Ed.), Transforming curriculum for a culturally diverse society (pp. 245-272). Routledge.
  • Dikli, S. (2003). Assessment at a distance: Traditional vs. alternative assessments. Turkish Online Journal of Educational Technology-TOJET, 2(3), 13-19.
  • Dornyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-hill. Huerta-Macias, A. (2002). Alternative assessment: Responses to commonly asked questions. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 338-343). Cambridge University Press.
  • Larson-Hall, J. (2015). A guide to doing statistics in second language research using SPSS and R. Routledge.
  • Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. John Wiley & Sons.
  • Mohan, R. (2016). Measurement, evaluation and assessment in education. PHI Learning Private Limited.
  • Oliver, E. (2015). Alternative assessment for effective open distance education. [Unpublished doctoral dissertation]. University of South Africa.
  • O'Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Longman.
  • Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis of the literature. Practical Assessment, Research, and Evaluation, 13(1), 4.
  • Paris, S. G., Lawton, T. A., Turner, J. C., & Roth, J. L. (1991). A developmental perspective on standardized achievement testing. Educational Researcher, 20(5), 12-20.
  • Sapriati, A., & Zuhairi, A. (2010). Using computer-based testing as alternative assessment method of student learning in distance education. Turkish Online Journal of Distance Education, 11(2), 161-169.
  • Shohamy, E. (2020). The power of tests: A critical perspective on the uses of language tests. Routledge.
  • Shrum, J. L. (2015). Teacher's handbook, contextualized language instruction. Cengage Learning.
  • Sun, Y., & Suzuki, M. (2013). Diagnostic assessment for improving teaching practice. International Journal of Information and Education Technology, 3(6), 607.
  • Tasci, S. Evaluation of Emergency Distance Language Education: perspectives of ELT students. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(1), 286-300.

PRE-SERVICE ELT TEACHERS’ PERSPECTIVES OF LANGUAGE ASSESSMENT IN EMERGENCY DISTANCE EDUCATION

Yıl 2023, Sayı: 93, 330 - 341, 16.03.2023
https://doi.org/10.17753/sosekev.1202936

Öz

In the realm of education, and especially in English language teaching (ELT) field, the relationship between teaching strategies and the assessment process is very close. Like instructional strategies, current events like COVID-19 may have an immediate impact on assessment procedures. In order to better understand how traditional and alternative assessment types in emergency distance education relate to in-class instruction, this research sought to interview pre-service language teachers. Students from the ELT department in the 2nd (N: 60) and 4th (N: 66) grades participated in the study. A semi-structured interview was used in this mix-type study to triangulate the quantitative data after the participants completed a Likert-type questionnaire. Four key themes emerged from the independent sample t-test and content analysis: (a) Pre-service teachers for the 2nd and 4th grades differed significantly, and students in the latter grade are more accustomed to using alternative assessment methods; (b) Since 2nd grader students were largely unfamiliar with alternative assessment, there were statistical differences in the perspectives on traditional assessment; (c) 4th grade pre-service teachers favored skill-based assessment more than 2nd grade students; and (d) when it came to the integration of alternative and traditional assessment, there was no discernible difference between the students. In light of the study findings, it was proposed that alternative assessment types be included into the present ELT curriculum at earlier grade levels.

Kaynakça

  • Ahmad, I. F. (2020). Alternative assessment in distance learning in emergencies spread of coronavirus disease (Covid-19) in Indonesia. Jurnal Pedagogik, 7(01), 195-222.
  • Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (Vol. 10). Pearson Education. Brown, S., & Knight, P. (2012). Assessing learners in higher education. Routledge.
  • Darling-Hammond, L. (2013). Performance-based assessment and educational equity. In H. R. Hollins (Ed.), Transforming curriculum for a culturally diverse society (pp. 245-272). Routledge.
  • Dikli, S. (2003). Assessment at a distance: Traditional vs. alternative assessments. Turkish Online Journal of Educational Technology-TOJET, 2(3), 13-19.
  • Dornyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-hill. Huerta-Macias, A. (2002). Alternative assessment: Responses to commonly asked questions. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 338-343). Cambridge University Press.
  • Larson-Hall, J. (2015). A guide to doing statistics in second language research using SPSS and R. Routledge.
  • Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. John Wiley & Sons.
  • Mohan, R. (2016). Measurement, evaluation and assessment in education. PHI Learning Private Limited.
  • Oliver, E. (2015). Alternative assessment for effective open distance education. [Unpublished doctoral dissertation]. University of South Africa.
  • O'Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Longman.
  • Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis of the literature. Practical Assessment, Research, and Evaluation, 13(1), 4.
  • Paris, S. G., Lawton, T. A., Turner, J. C., & Roth, J. L. (1991). A developmental perspective on standardized achievement testing. Educational Researcher, 20(5), 12-20.
  • Sapriati, A., & Zuhairi, A. (2010). Using computer-based testing as alternative assessment method of student learning in distance education. Turkish Online Journal of Distance Education, 11(2), 161-169.
  • Shohamy, E. (2020). The power of tests: A critical perspective on the uses of language tests. Routledge.
  • Shrum, J. L. (2015). Teacher's handbook, contextualized language instruction. Cengage Learning.
  • Sun, Y., & Suzuki, M. (2013). Diagnostic assessment for improving teaching practice. International Journal of Information and Education Technology, 3(6), 607.
  • Tasci, S. Evaluation of Emergency Distance Language Education: perspectives of ELT students. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(1), 286-300.

İngilizce Öğretmeni Olacak Öğrencilerin Zorunlu Uzaktan Eğitimde Ölçme Değerlendirme Tutumları

Yıl 2023, Sayı: 93, 330 - 341, 16.03.2023
https://doi.org/10.17753/sosekev.1202936

Öz

Eğitim alanında ve özellikle İngiliz dili eğitimi (ELT) alanında, öğretim stratejileri ile değerlendirme süreci arasındaki ilişki çok yakındır. Öğretim stratejileri gibi, COVID-19 gibi güncel olayların da değerlendirme süreçleri üzerinde ani bir etkiye sahip olabilmektedir. Acil uzaktan eğitimde geleneksel ve alternatif değerlendirme türlerinin sınıf içi eğitimle ilişkilisinin anlaşılması amacıyla bu araştırma, dil öğretmen adaylarının görüşlerini tespit etmeyi amaçlamıştır. Çalışmaya İngilizce Öğretmenliği bölümü 2. (N:60) ve 4. (N:66) sınıf öğrencileri katılmıştır. Bu karma tip çalışmada, katılımcılar Likert tipi bir anketi tamamladıktan sonra nicel verileri üçgenlemek için katılımcılarla yarı yapılandırılmış bir görüşme yapılmıştır. Bağımsız örneklem t-testi ve içerik analizinden dört ana tema ortaya çıkmıştır: (a) 2. ve 4. sınıflardaki öğretmen adaylarının alternatif değerlendirme yöntemlerini kullanma alışkanlıkları yönünden 4. sınıftaki öğrenciler lehine farklılık gösterdikleri tespit edilmiştir; (b) 2. sınıf öğrencileri alternatif değerlendirmeye büyük ölçüde aşina olmadıklarından, geleneksel değerlendirmeye bakış açılarında istatistiksel olarak daha fazla yatkınlık gösterdikleri tespit edilmiştir; (c) 4. sınıf öğretmen adayları, 2. sınıf öğrencilerine göre beceriye dayalı değerlendirmeyi daha fazla tercih etmişlerdir, ve (d) alternatif ve geleneksel değerlendirmenin birlikte kullanılması söz konusu olduğunda, iki grup arasında anlamlı bir fark çıkmamıştır. Çalışma bulguları ışığında, alternatif değerlendirme türlerinin mevcut ELT müfredatına daha önceki sınıf seviyelerinde dâhil edilmesi önerilmiştir.

Kaynakça

  • Ahmad, I. F. (2020). Alternative assessment in distance learning in emergencies spread of coronavirus disease (Covid-19) in Indonesia. Jurnal Pedagogik, 7(01), 195-222.
  • Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (Vol. 10). Pearson Education. Brown, S., & Knight, P. (2012). Assessing learners in higher education. Routledge.
  • Darling-Hammond, L. (2013). Performance-based assessment and educational equity. In H. R. Hollins (Ed.), Transforming curriculum for a culturally diverse society (pp. 245-272). Routledge.
  • Dikli, S. (2003). Assessment at a distance: Traditional vs. alternative assessments. Turkish Online Journal of Educational Technology-TOJET, 2(3), 13-19.
  • Dornyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-hill. Huerta-Macias, A. (2002). Alternative assessment: Responses to commonly asked questions. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 338-343). Cambridge University Press.
  • Larson-Hall, J. (2015). A guide to doing statistics in second language research using SPSS and R. Routledge.
  • Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. John Wiley & Sons.
  • Mohan, R. (2016). Measurement, evaluation and assessment in education. PHI Learning Private Limited.
  • Oliver, E. (2015). Alternative assessment for effective open distance education. [Unpublished doctoral dissertation]. University of South Africa.
  • O'Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Longman.
  • Palm, T. (2008). Performance assessment and authentic assessment: A conceptual analysis of the literature. Practical Assessment, Research, and Evaluation, 13(1), 4.
  • Paris, S. G., Lawton, T. A., Turner, J. C., & Roth, J. L. (1991). A developmental perspective on standardized achievement testing. Educational Researcher, 20(5), 12-20.
  • Sapriati, A., & Zuhairi, A. (2010). Using computer-based testing as alternative assessment method of student learning in distance education. Turkish Online Journal of Distance Education, 11(2), 161-169.
  • Shohamy, E. (2020). The power of tests: A critical perspective on the uses of language tests. Routledge.
  • Shrum, J. L. (2015). Teacher's handbook, contextualized language instruction. Cengage Learning.
  • Sun, Y., & Suzuki, M. (2013). Diagnostic assessment for improving teaching practice. International Journal of Information and Education Technology, 3(6), 607.
  • Tasci, S. Evaluation of Emergency Distance Language Education: perspectives of ELT students. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi, 11(1), 286-300.
Toplam 18 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Mehmet Tunaz 0000-0002-1401-5073

Yayımlanma Tarihi 16 Mart 2023
Yayımlandığı Sayı Yıl 2023 Sayı: 93

Kaynak Göster

APA Tunaz, M. (2023). PRE-SERVICE ELT TEACHERS’ PERSPECTIVES OF LANGUAGE ASSESSMENT IN EMERGENCY DISTANCE EDUCATION. EKEV Akademi Dergisi(93), 330-341. https://doi.org/10.17753/sosekev.1202936