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İngilizce öğretmeni seçiminde praxis diğer dilleri konuşanlara yönelik İngilizce (ESOL) sınavı ile Türkiye Kamu Personeli Seçme Sınavı’nın (KPSS) karşılaştırmalı geçerlik analizi

Year 2019, , 134 - 142, 30.12.2019
https://doi.org/10.33400/kuje.579561

Abstract

Yabancı dil öğretmenlerine olan talebin
artmasıyla birlikte, kurumlar işe alım süreçlerinde öğretmenlere farklı testler
uygulamaya başladı. Bazı ulusal değerlendirme merkezleri, Türk Kamu Personeli
Seçme Sınavı (KPSS) gibi kendi sınavlarını geliştirirken, diğer kurumlar Praxis
Diğer Dilleri Konuşanlara Yönelik İngilizce (ESOL) Sınavı gibi uluslararası
testleri kullanmaktadır. Alandaki testlerin güvenirliğini araştıran birçok çalışma
olmasına rağmen, testlerin geçerliğini belli kriterlere göre inceleyen sadece
birkaç çalışma olduğu görülmektedir. Bu nedenle, bu çalışma ESOL ve KPSS
sınavlarını sistematik olarak gözden geçirerek farklı sınavların geçerliğini
karşılaştırmayı ve sınavların geçerlik derecelerini analiz etmeyi
amaçlamaktadır. Bu amaçla, her iki sınav da dört geçerlik türüne göre analiz
edilip, karşılaştırmalı nitel vaka çalışması yöntemi takip edilmiştir. Veriler internet
sitelerinden toplanmış ve doküman analiz çalışması yaklaşımı ile analiz
edilmiştir. Bu araştırmanın sonuçları, her iki sınavın da geçerlik kriterleri
açısından bazı benzerlikleri ve farklılıkları olduğunu göstermiştir. ESOL Sınavı
tüm geçerlik türlerinde daha tutarlı maddeler sunarken, KPSS Sınavı birçok test
geçerliği gereksinimini karşılamamaktadır. Bu sonuçlar, test merkezlerinin
zaman ve pratiklik kısıtlamaları ve ayrıca sınav katılımcılarının sayısı ile
açıklanabilir.

References

  • American Psychological Association. (1954). Technical recommendations for psychological tests and diagnostic techniques. Psychological Bulletin, 51, 201-238.
  • Anastasi, A. (1988). Psychological testing (6th ed.). New York: Macmillan Publishing Company.
  • Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. http://dx.doi.org/10.1037/1040-3590.7.3.309
  • Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281-302. http://dx.doi.org/10.1037/h0040957
  • Cureton, E. E. (1951).Validity. In: E. F. Lindquist (Ed.), Educational measurement (621–694).Washington, DC: American Council on Education.
  • Guion, R. M. (1980). On Trinitarian doctrines of validity. Professional Psychology, 11(3), 385-398. http://dx.doi.org/10.1037/0735-7028.11.3.385
  • Hughes, A. (1989). Testing for language teachers. Cambridge and New York: Cambridge University Press.
  • McDowell, C. (1995). Assessing the language proficiency of overseas-qualified teachers: the English language skill assessment (ELSA). In G. Brindley (Ed.), Language Assessment in Action (11-27). Sydney: National Center for English Language Teaching and Research.
  • Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13-104). New York, NY: American Council on Education and Macmillan.
  • Lado, R. (1961). Language testing: The construction and use of foreign language tests: A teacher’s book. Bristol, Inglaterra: Longmans, Green and Company.
  • Lynch, B. K. (2003). Language assessment and programme evaluation. Edinburgh: Edinburgh University Press.
  • Loevinger, J. (1957). Objective tests as instruments of psychological theory. Psychological Reports, 3, 635-694. https://doi.org/10.2466/pr0.1957.3.3.635
  • Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in Nursing & Health, 33, 77–84. https://doi.org/10.1002/nur.20362
  • Shaw, S. and Crisp, V. (2011). Tracing the evolution of validity in educational measurement: Past issues and contemporary challenges. Research Matters: A Cambridge Assessment Publication, 11, 14-17.
  • Smith, G. T. (2005a). On construct validity: issues of method and measurement. Psychological Assessment, 17(4), 396–408. https://doi.org/10.1037/1040-3590.17.4.396

The comparative validity analysis of praxis English to Speakers of Other Languages (ESOL) test and Turkish Public Personnel Selection Examination (KPSS) for selecting English language teachers

Year 2019, , 134 - 142, 30.12.2019
https://doi.org/10.33400/kuje.579561

Abstract

Along with the increasing demand for language
teachers, institutions started to apply different tests to recruit teachers.
While some of the national assessment centers develop their own tests such as
Turkish Public Personnel Selection Examination (KPSS) for Selecting English
Language Teachers, other institutions use international tests such as Praxis
English to Speakers of Other Languages (ESOL) Test. Although there are many
studies researching reliability of tests in the field, literature shows that
there are only a few studies to determine a test’s validity based on the
validity specifications. Therefore, this study aims to compare and contrast
validity of different tests, systemically reviewing ESOL Test and KPSS Test in
order to find out whether they are valid or not. For this purpose, both tests
were analyzed based on four types of validity. Comparative qualitative case
study method was followed.  The data were
gathered from the websites and analyzed through document analysis study
approach. The results of this investigation showed that both tests have some
similarities and differences in terms of validity criteria. Whereas ESOL Test
offers more valid test items in all validity types, KPSS Test does not meet
many requirements of test validity. These results can be explained through the
time and practicality constraints of test centers and also the number of test
takers

References

  • American Psychological Association. (1954). Technical recommendations for psychological tests and diagnostic techniques. Psychological Bulletin, 51, 201-238.
  • Anastasi, A. (1988). Psychological testing (6th ed.). New York: Macmillan Publishing Company.
  • Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.
  • Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. http://dx.doi.org/10.1037/1040-3590.7.3.309
  • Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281-302. http://dx.doi.org/10.1037/h0040957
  • Cureton, E. E. (1951).Validity. In: E. F. Lindquist (Ed.), Educational measurement (621–694).Washington, DC: American Council on Education.
  • Guion, R. M. (1980). On Trinitarian doctrines of validity. Professional Psychology, 11(3), 385-398. http://dx.doi.org/10.1037/0735-7028.11.3.385
  • Hughes, A. (1989). Testing for language teachers. Cambridge and New York: Cambridge University Press.
  • McDowell, C. (1995). Assessing the language proficiency of overseas-qualified teachers: the English language skill assessment (ELSA). In G. Brindley (Ed.), Language Assessment in Action (11-27). Sydney: National Center for English Language Teaching and Research.
  • Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13-104). New York, NY: American Council on Education and Macmillan.
  • Lado, R. (1961). Language testing: The construction and use of foreign language tests: A teacher’s book. Bristol, Inglaterra: Longmans, Green and Company.
  • Lynch, B. K. (2003). Language assessment and programme evaluation. Edinburgh: Edinburgh University Press.
  • Loevinger, J. (1957). Objective tests as instruments of psychological theory. Psychological Reports, 3, 635-694. https://doi.org/10.2466/pr0.1957.3.3.635
  • Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in Nursing & Health, 33, 77–84. https://doi.org/10.1002/nur.20362
  • Shaw, S. and Crisp, V. (2011). Tracing the evolution of validity in educational measurement: Past issues and contemporary challenges. Research Matters: A Cambridge Assessment Publication, 11, 14-17.
  • Smith, G. T. (2005a). On construct validity: issues of method and measurement. Psychological Assessment, 17(4), 396–408. https://doi.org/10.1037/1040-3590.17.4.396
There are 16 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Pınar Kır 0000-0002-8612-667X

Publication Date December 30, 2019
Submission Date June 18, 2019
Published in Issue Year 2019

Cite

APA Kır, P. (2019). The comparative validity analysis of praxis English to Speakers of Other Languages (ESOL) test and Turkish Public Personnel Selection Examination (KPSS) for selecting English language teachers. Kocaeli Üniversitesi Eğitim Dergisi, 2(2), 134-142. https://doi.org/10.33400/kuje.579561



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