Eğitsel Değerlendirmeyi Tanımlamada Avrupa Standartlarının Kullanımı: Öğretmen-Ölçen Yordamı ve Yönetici Kontrolü

Abstract

Bu çalışma, yaygın eğitim veren İngilizce kurslarının ölçme ve değerlendirme uygulamalarında Avrupa ölçütleri kullanımını irdelemeyi amaçlamaktadır. Karma yönteme dayalı olan bu çalışmada, nicel veri Türkiye’de en yüksek katılımcı kapasitesine, belli bir kaliteye ve sayıca en fazla şubeye sahip İngilizce kurslarında aynı zamanda sınav hazırlayıcı olarak çalışan İngilizce öğretmenlerinden toplanmıştır. Öte yandan, nitel veri ise aynı kurumlardaki yöneticilerden toplanmıştır. Nicel veri ile öğretmen-ölçen yordamına ulaşmak hedeflenmiş, nitel veri ile de yönetici kontrolünün sürece etkisi dikkate alınmıştır. Buna göre, çalışmanın sonuçları göstermiştir ki (1) kullanılan ölçme yöntemleri halihazırdaki eğitim sistemi hakkında geribildirim sağlamaktadır; (2) müfredatın tamamının ve eğitim sisteminin değerlendirilmesi bir noktaya kadar dikkate alınmaktadır; (3) ölçme sürecinde bireyin iyiliği için yapılanlar Birleşmiş Milletler Çocuk Hakları Konvansiyonu ile tam bir uyum içinde değildir; (4) belirlenen İngilizce kurslarında yürütülen ölçme ve değerlendirme faaliyetleri ölçünleştirilmiş sınav uygulamalarından uzaktır. Çalışmanın sonuçları tartışılmış ve güncel ölçme ve değerlendirme uygulamalarının kalitesinin geliştirilmesi için çeşitli tavsiyeler sunulmuştur. Bu noktada, ilgili kurumları Türkiye eğitim ekonomisinin arterleri olarak görerek Avrupa Eğitsel Değerlendirme Birliği‘nin sunduğu çerçeveye (AEA- Europe 2012) başvurulabileceği önerilmiştir.

Keywords

• Ölçme ve değerlendirme,eğitsel değerlendirme,ölçünleştirilmiş sınav,yaygın eğitim,İngilizce’nin yabancı dil olarak öğretimi

The Utilization of the European Standards for Defining Educational Assessment: Teacher-Tester Attributes and Directors’ Control

Abstract

This study aims to scrutinize the utilization of the European guidelines in testing and assessment practices of non-formal English language schools. Providing insights from a mixed-methods research design, the quantitative data were gathered from the English language teachers, who were also working as test (-item) developers at three private institutions renowned for quality with the highest course attendee capacity and branches in Turkey to reveal teacher-tester attributes, whereas qualitative data were gathered from the directors of these private institutions to screen directors’ control. The results have yielded that (1) the kinds of assessment in use allow for feedback on the performance of the on-going educational system; (2) the overall evaluation of the total program, and assessment of educational systems are taken into consideration in testing procedures to some extent; (3) what is good for the individual in assessment does not thoroughly align with the United Nations Convention on the Rights of the Child; (4) the assessment applied in the selected private institutions does not mainly cover standardized tests. The results are discussed, and laced with suggestions to improve the quality of current testing and assessment practices by the exploitation of the European Framework of Standards for Educational Assessment (AEA- Europe 2012) regarding non-formal private institutions as the arteries of Turkish education economy.

Keywords

• Language testing,educational assessment,AEA- Europe,non-formal education,EFL

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