Investigating Language Assessment Knowledge of EFL Teachers

Abstract

The purpose of this study is to provide an overall picture regarding general and skill-based Language Assessment Knowledge (LAK) level of English teachers working in Turkish higher education context by using Language Assessment Knowledge Scale (LAKS) developed by Ölmezer-Öztürk and Aydın (2018). The scale including 60 items with four constructs was completed by 542 EFL teachers working at schools of foreign languages. The statistical findings revealed that in terms of LAK level of the teachers, the participants got, on average, 25 out of 60. The results of one sample t-test revealed that the score the teachers got from the scale was significantly lower than half of the total score. It was also found that the teachers were the most knowledgeable in assessing reading whereas they had the lowest score in assessing listening. Besides, except for being a testing office member, no significant impact of demographic features was found on LAK level of the participants. Finally, the present study offers several suggestions both for future studies and for policy makers to improve EFL teachers’ language assessment literacy on assessing each skill.

Keywords

• Language assessment knowledge,EFL teachers,language assessment literacy

İngilizceyi Yabancı Dil Olarak Öğreten Öğretmenlerin Dilde Ölçme Değerlendirme Bilgilerinin Araştırılması

Abstract

Bu çalışma İngilizce öğretmenlerinin dilde ölçme değerlendirme bilgisi seviyelerini ortaya koymayı amaçlamaktadır. Veriler 60 maddeli ve 4 boyutlu dilde ölçme değerlendirme bilgisi ölçeği ile toplanmış ve bu ölçek yükseköğretimde çalışan 542 öğretmen tarafından cevaplanmıştır. Öğretmenlerin dilde ölçme değerlendirme bilgi seviyeleri ile alakalı bulgular, katılımcıların ölçeğin genelinden 60 üzerinden 25 aldığını ve bu ortalamanın toplam puanın yarısından anlamlı derecede düşük olduğunu ortaya koymuştur. Bunun yanı sıra, öğretmenlerin dilde ölçme değerlendirme bilgi düzeylerinin okuma becerisini ölçmede en yüksek, dinleme becerisini ölçmede ise en düşük olduğu belirlenmiştir. Ölçme değerlendirme ofisi çalışanı olup olmama haricinde hiçbir demografik değişkenin öğretmenlerin dilde ölçme değerlendirme bilgisi üzerinde etkisinin olmadığı da çalışmanın istatistikî bulguları arasındadır. Çalışmanın sonuç bölümünde ise öğretmenlerin dilde ölçme değerlendirme okuryazarlıklarının geliştirilmesi için hem araştırma hem planlama açısından bazı önerilerde bulunulmuştur.

Keywords

• Dilde ölçme değerlendirme bilgisi,İngilizce öğretmenleri,dilde ölçme değerlendirme okuryazarlığı

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