İngilizce öğretmenlerinin mesleki gelişimindeki alanların belirlenmesi: Bir değerlendirme okur-yazarlığı çalışması

Year 2016, Volume: 6 Issue: 3 - Volume: 6 Issue: 3, 333 - 346, 14.07.2016

Kağan Büyükkarcı

Abstract

Yabancı diller eğitiminde değerlendirme konusu dil öğretiminin her zaman önemli bir parçası olmuştur. Bu yüzden yabancı dil öğretmenlerinin yabancı dilde ölçme alanında yeterli bilgiye sahip olmaları oldukça önemlidir. Bu çalışma yabancı dil öğretmenlerinin değerlendirme okur-yazarlığı konusundaki bilgi düzeylerini belirlemeyi amaçlamıştır. Ayrıca bu çalışma mesleki deneyim ve lisansüstü eğitimin öğretmenlerin bu alandaki bilgi düzeylerine bir katkı sağlayıp sağlamadığını da araştırmayı amaçlamaktadır. Çalışmaya ilköğretim kademesindeki İngilizce öğretmenleri ile üniversitede okutman olarak çalışanlar katılmıştır. Değerlendirme okur-yazarlık envanteri ile toplanan veriler analiz edildiğinde, İngilizce öğretmenlerinin bu alandaki bilgilerinin oldukça düşük seviyede olduğu bulunmuştur. Bunun yanı sıra meslekte kazanılan deneyimin ve yapılan lisansüstü çalışmaların değerlendirme okur-yazarlığına anlamı bir katkı sağlamadığı görülmüştür.

Keywords

Değerlendirme okur-yazarlığı, Yabancı dilde değerlendirme, İngilizce öğretmenliği.

Identifying the areas for English language teacher development: A study of assessment literacy

Abstract

Assessing foreign language learning has been considered an indispensable part of language learning process for a long time, especially for the last two decades. Therefore, there is a growing need for language teachers to be more competent in the area of language testing. Keeping in mind that teacher assessment literacy is a key factor in the success of teaching, this study investigates assessment literacy levels of foreign language teachers, and also it seeks to find out whether year of experience and post-graduate education make any difference in language teachers’ assessment literacy. Data were collected from in-service teachers, both working for ministry of education and universities by using “assessment literacy inventory”. The results indicate that these foreign language teachers have a very low level of assessment literacy. Besides, contrary to other studies, year of experience and post-graduate studies do not really add on teachers’ assessment literacies.

Keywords

Assessment literacy, Language assessment, English language teacher

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