Değerlendirici Rolüyle İngilizce Öğretmenleri: Dilde Ölçme Değerlendirmeyle İlgili Görüşleri ve İhtiyaçlari

Abstract

Nitel bir araştırma desenine sahip bu çalışma, İngilizceyi yabancı dil olarak öğreten öğretmenlerin dilde ölçme değerlendirme bilgileri üzerine görüşlerini araştırmayı ve bu alandaki ihtiyaçlarını belirlemeyi amaçlamaktadır. Çalışmaya amaca dayalı örneklemle belirlenmiş ve Türkiye’de yükseköğretim bağlamında çalışan 11 İngilizce öğretmeni katılmıştır. Veriler, katılımcıların Türkiye’deki öğretmenlerin dilde ölçme değerlendirme bilgilerini araştıran daha geniş ölçekli bir araştırmanın bulguları ile ilgili değerlendirmelerini ve dilde ölçme değerlendirme alanındaki ihtiyaçlarını soran yedi açık-uçlu soru yardımıyla toplanmıştır. Elde edilen veriler içeriğin kodlama ve temalandırılması yöntemiyle analiz edilmiştir. Çalışmanın sonuçları, dil öğretmenlerinin dilde ölçme değerlendirme bilgilerinin eksikliğinin temel sebebinin hizmet-öncesi ve hizmet-içi eğitimlerin yetersizliği olduğunu ortaya koymuştur. Çalışmaya katılan öğretmenler, dilde ölçme değerlendirmenin uygulamasına hakim kişiler tarafından verilen ve kendilerini her bir beceriyi ölçmede geliştirebilecek uygulamaya yönelik eğitimleri tercih ettiklerini belirtmişlerdir. Çalışma, bulguların ışığında, dilde ölçme değerlendirme eğitimlerine yönelik hizmet öncesi ve hizmet içi eğitim programlarına bazı öneriler sunmaktadır.

Keywords

• Dilde ölçme değerlendirme,İngilizce öğretmenleri,dil öğretmenlerinin dilde ölçme değerlendirme ihtiyaçları

Voices Of EFL Teachers as Assessors: Their Opinions and Needs Regarding Language Assessment

Abstract

Employing a qualitative research design, this study aims to investigate the opinions of EFL teachers regarding their language assessment knowledge and identify their general and skill-based needs in this domain. The participants included 11 EFL teachers who were determined through purposeful sampling and working at different universities in Turkish higher education setting. The data collection process included the participants’ responses to seven open-ended questions that focused on their evaluations regarding the findings of a larger study investigating the language assessment knowledge of EFL teachers in Turkey and asked their needs in language testing and assessment. The data were analysed based on the qualitative content analysis by code-labelling and identifying the emerging themes. The findings indicated the insufficiency of trainings in both pre-service and in-service teacher education as the major reason of the low level in language assessment knowledge of EFL teachers. The teachers preferred hands-on trainings given by testing practitioners, and designed to improve them in assessing each skill separately. In the light of these findings, the study offers several suggestions for pre-service and in-service teacher education programs on language testing and assessment.

Keywords

• Language assessment knowledge,EFL teachers,language assessment needs of language teachers

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