Understanding The Development of Language Assessment Literacy

Abstract

Language assessment literacy (LAL) has become an important competence for English language (EL) teachers to have; however, several studies conducted in the literature indicate that Turkish EL teachers have low levels of LAL. Those studies do not focus on how EL teachers develop their LAL. Therefore, the present study aims to find out how Turkish EL teachers have developed their LAL. The study was designed as a small scale qualitative study. Eight EL teachers working at a Turkish university participated into the study. Semi-structured individual interviews and focus group discussion were used to collect data. The study was made trustworthy through member check, triangulation, and thick description. The data collected were content-analyzed. The findings of the study point out that previous assessment experience, assessment training, and self-improvement influence the development of LAL in the participant EL teachers. Self-improvement in which the participant EL teachers peer-assessed their exams, practiced their theoretical information and gained experience by assessing and evaluating their students is found to be the most effective in developing LAL.

Keywords

• Language assessment literacy,development, English language teachers

YABANCI DİLDE ÖLÇME DEĞERLENDİRME OKURYAZARLIĞININ GELİŞİMİNİ ANLAMAK

Abstract

Yabancı dilde ölçme değerlendirme okuryazarlığı, İngilizce öğretmenlerinin sahip olması gereken önemli bir yeterliktir; ancak alınyazında yapılan çalışmalar şunu göstermiştir ki Türk İngilizce öğretmenleri, düşük düzeyde ölçme değerlendirme okuryazarıdır. Bu çalışmalar İngilizce öğretmenlerinin ölçme değerlendirme okuryazarlıklarını nasıl geliştirdiklerine odaklanmamışlardır. Bu yüzden bu çalışma, Türk İngilizce öğretmenlerinin ölçme değerlendirme okuryazarlıklarını nasıl geliştirdiklerini bulmayı amaçlar. Çalışma, küçük ölçekli bir nitel çalışma olarak tasarlanmıştır. Bir Türk üniversitesinde çalışan sekiz İngilizce öğretmeni bu çalışmaya katılmıştır. Yarı-yapılandırılmış kişisel görüşmeler ve odak grup görüşmesi veri toplamak için kullanılmıştır. Çalışma; katılımcı kontrolü, üçgenleme ve yoğun anlatım kullanılarak inandırıcılığı artırılmıştır. Toplanan veri, içerik analizi kullanılarak analiz edilmiştir. Çalışmanın bulguları; önceki ölçme değerlendirme deneyiminin, ölçme değerlendirme eğitiminin ve kişisel gelişimin katılımcı İngilizce öğretmenlerinin yabancı dilde ölçme değerlendirme okuryazarlıklarının gelişmeni etkilediklerini göstermiştir. Katılımcılarının; meslektaş değerlendirmeleri yaparak, teorik bilgilerini uygulamada kullanarak ve öğrencilerini ölçerek değerlendirerek kazandıkları deneyimle kendilerini geliştirmelerinin, ölçme değerlendirme okuryazarlığının gelişiminde en etkili olan faktör olduğu bulunmuştur.

Keywords

• Yabancı dilde ölçme değerlendirme okuryazarlığı,gelişim,İngilizce öğretmenleri

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