Investigating Language Assessment Knowledge of EFL Teachers

Year 2019, Volume: 34 Issue: 3, 602 - 620, 31.07.2019

Elçin Ölmezer-öztürk Belgin Aydın

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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