TY  - JOUR
T1  - YABANCI DİLDE ÖLÇME DEĞERLENDİRME OKURYAZARLIĞININ GELİŞİMİNİ ANLAMAK
TT  - Understanding The Development of Language Assessment Literacy
AU  - Yastıbaş, Ahmet Erdost
AU  - Takkaç, Mehmet
PY  - 2018
DA  - April
DO  - 10.29029/busbed.364195
JF  - Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi
JO  - BUSBED
PB  - Bingöl Üniversitesi
WT  - DergiPark
SN  - 1309-6672
SP  - 89
EP  - 106
VL  - 8
IS  - 15
LA  - tr
AB  - Yabancı dilde ölçme değerlendirme okuryazarlığı,İngilizce öğretmenlerinin sahip olması gereken önemli bir yeterliktir; ancakalınyazında yapılan çalışmalar şunu göstermiştir ki Türk İngilizceöğretmenleri, düşük düzeyde ölçme değerlendirme okuryazarıdır. Bu çalışmalarİngilizce öğretmenlerinin ölçme değerlendirme okuryazarlıklarını nasılgeliştirdiklerine odaklanmamışlardır. Bu yüzden bu çalışma, Türk İngilizceöğretmenlerinin ölçme değerlendirme okuryazarlıklarını nasıl geliştirdiklerinibulmayı amaçlar. Çalışma, küçük ölçekli bir nitel çalışma olaraktasarlanmıştır. Bir Türk üniversitesinde çalışan sekiz İngilizce öğretmeni buçalışmaya katılmıştır. Yarı-yapılandırılmış kişisel görüşmeler ve odak grupgörüşmesi veri toplamak için kullanılmıştır. Çalışma; katılımcı kontrolü,üçgenleme ve yoğun anlatım kullanılarak inandırıcılığı artırılmıştır. Toplananveri, içerik analizi kullanılarak analiz edilmiştir. Çalışmanın bulguları;önceki ölçme değerlendirme deneyiminin, ölçme değerlendirme eğitiminin vekişisel gelişimin katılımcı İngilizce öğretmenlerinin yabancı dilde ölçmedeğerlendirme okuryazarlıklarının gelişmeni etkilediklerini göstermiştir.Katılımcılarının; meslektaş değerlendirmeleri yaparak, teorik bilgileriniuygulamada kullanarak ve öğrencilerini ölçerek değerlendirerek kazandıkları deneyimlekendilerini geliştirmelerinin, ölçme değerlendirme okuryazarlığının gelişimindeen etkili olan faktör olduğu bulunmuştur.
KW  - Yabancı dilde ölçme değerlendirme okuryazarlığı
KW  - gelişim
KW  - İngilizce öğretmenleri
N2  - Languageassessment literacy (LAL) has become an important competence for Englishlanguage (EL) teachers to have; however, several studies conducted in theliterature indicate that Turkish EL teachers have low levels of LAL. Thosestudies do not focus on how EL teachers develop their LAL. Therefore, thepresent study aims to find out how Turkish EL teachers have developed theirLAL. The study was designed as a small scale qualitative study. Eight ELteachers working at a Turkish university participated into the study. Semi-structuredindividual interviews and focus group discussion were used to collect data. Thestudy was made trustworthy through member check, triangulation, and thickdescription. The data collected were content-analyzed. The findings of thestudy point out that previous assessment experience, assessment training, andself-improvement influence the development of LAL in the participant ELteachers. Self-improvement in which the participant EL teachers peer-assessedtheir exams, practiced their theoretical information and gained experience byassessing and evaluating their students is found to be the most effective indeveloping LAL.
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UR  - https://doi.org/10.29029/busbed.364195
L1  - http://dergipark.org.tr/tr/download/article-file/462036
ER  -