Teachers’ Perceptions of Assessment in EFL Classes at Turkish Science and Arts Centers

Year 2019, Volume: 7 Issue: 2, 294 - 318, 30.06.2019

Hüseyin Ateş Kağan Büyükkarcı

Abstract

The aim of this study is to investigate English language teachers’ perceptions of assessment in English
as a Foreign Language (EFL) classrooms in a Turkish Science and Arts Centers (BILSEM) context.
There is no study on how English language teachers assess EFL learners at BILSEM, what they think
about the assessment techniques in practice, and therefore this study will be original in its field and
undertake a pioneering role for illuminating the further research focusing on assessing gifted learners
in EFL classrooms at BILSEM. In this study, the data were obtained from 61 English language teachers
from 61 BILSEM in Turkey. As a data collection method, a Teachers’ Conceptions of Assessment
Abridged Scale (TCoA-IIIA) was used. Also, to gather teachers’ opinions, interviews were held with
the English language teachers working at 5 different BILSEM. The study results indicated that the
teachers used Student Written Work assessment practice mostly to assess their students’ language
performances and language achievement in their classes. Also, according to the teachers, assessment is
a force to make them teach English in a way that is against their beliefs. Besides, they think that
assessment does not measure students’ higher order cognitive skills, such as analyzing and evaluating
anyway.

Keywords

Assessment, science and arts centers, teachers’ perceptions, EFL classes.

Teachers’ Perceptions of Assessment in EFL Classes at Turkish Science and Arts Centers

Abstract

Keywords

Assessment, science and arts centers, teachers’ perceptions, EFL classes.

References

• Airasian, P. W., & Russell, M. K. (2012). Classroom assessment: Concepts and applications (7th ed.). New York, NY: McGraw-Hill.
• Assessment. (n.d.). Retrieved October 11, 2016, from www.education.vic.gov.au/Documents/.../assessmentpres.
• Ayas, N. (2014). An investigation of teachers’ conception and practices concerning assessment in English for young learners classroom. Unpublished master’s thesis, University of Çağ, Mersin, Turkey.
• Brown, G. T. L. (2003, November). Teachers’ instructional conceptions: Assessment’s relationship to learning, teaching, curriculum, and teacher efficacy. Paper presented to the Joint Conference of the Australian and New Zealand Associations for Research in Education (AARE/NZARE), Auckland, NZ.
• Brown, G. T. L. (2004). Teachers’ conceptions of assessment: implications for policy and professional development. Assessment in Education, 11(3), 301-318.