TY  - JOUR
T1  - The Utilization of the European Standards for Defining Educational Assessment: Teacher-Tester Attributes and Directors’ Control
TT  - Eğitsel Değerlendirmeyi Tanımlamada Avrupa Standartlarının Kullanımı: Öğretmen-Ölçen Yordamı ve Yönetici Kontrolü
AU  - Kavaklı, Nurdan
AU  - Mirici, İsmail Hakkı
PY  - 2018
DA  - December
DO  - 10.21497/sefad.515260
JF  - Selçuk Üniversitesi Edebiyat Fakültesi Dergisi
JO  - SEFAD
PB  - Selçuk Üniversitesi
WT  - DergiPark
SN  - 2458-908X
SP  - 171
EP  - 190
IS  - 40
LA  - en
AB  - This study aims to scrutinize theutilization of the European guidelines in testing and assessment practices ofnon-formal English language schools. Providing insights from a mixed-methodsresearch design, the quantitative data were gathered from the English languageteachers, who were also working as test (-item) developers at three private institutionsrenowned for quality with the highest course attendee capacity and branches inTurkey to reveal teacher-tester attributes, whereas qualitative data weregathered from the directors of these private institutions to screen directors’control. The results have yielded that (1) the kinds of assessment in use allowfor feedback on the performance of the on-going educational system; (2) theoverall evaluation of the total program, and assessment of educational systemsare taken into consideration in testing procedures to some extent; (3) what isgood for the individual in assessment does not thoroughly align with the UnitedNations Convention on the Rights of the Child; (4) the assessment applied inthe selected private institutions does not mainly cover standardized tests. Theresults are discussed, and laced with suggestions to improve the quality ofcurrent testing and assessment practices by the exploitation of the EuropeanFramework of Standards for Educational Assessment (AEA- Europe 2012) regardingnon-formal private institutions as the arteries of Turkish education economy.
KW  - Language testing
KW  - educational assessment
KW  - AEA- Europe
KW  - non-formal education
KW  - EFL
N2  - Bu çalışma, yaygın eğitim veren İngilizce kurslarının ölçme vedeğerlendirme uygulamalarında Avrupa ölçütleri kullanımını irdelemeyiamaçlamaktadır. Karma yönteme dayalı olan bu çalışmada, nicel veri Türkiye’deen yüksek katılımcı kapasitesine, belli bir kaliteye ve sayıca en fazla şubeyesahip İngilizce kurslarında aynı zamanda sınav hazırlayıcı olarak çalışanİngilizce öğretmenlerinden toplanmıştır. Öte yandan, nitel veri ise aynıkurumlardaki yöneticilerden toplanmıştır. Nicel veri ile öğretmen-ölçen yordamınaulaşmak hedeflenmiş, nitel veri ile de yönetici kontrolünün sürece etkisidikkate alınmıştır. Buna göre, çalışmanın sonuçları göstermiştir ki (1)kullanılan ölçme yöntemleri halihazırdaki eğitim sistemi hakkında geribildirimsağlamaktadır; (2) müfredatın tamamının ve eğitim sisteminin değerlendirilmesibir noktaya kadar dikkate alınmaktadır; (3) ölçme sürecinde bireyin iyiliğiiçin yapılanlar Birleşmiş Milletler Çocuk Hakları Konvansiyonu ile tam bir uyumiçinde değildir; (4) belirlenen İngilizce kurslarında yürütülen ölçme vedeğerlendirme faaliyetleri ölçünleştirilmiş sınav uygulamalarından uzaktır.Çalışmanın sonuçları tartışılmış ve güncel ölçme ve değerlendirmeuygulamalarının kalitesinin geliştirilmesi için çeşitli tavsiyeler sunulmuştur.Bu noktada, ilgili kurumları Türkiye eğitim ekonomisinin arterleri olarakgörerek Avrupa Eğitsel Değerlendirme Birliği‘nin sunduğu çerçeveye (AEA- Europe2012) başvurulabileceği önerilmiştir.
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UR  - https://doi.org/10.21497/sefad.515260
L1  - http://dergipark.org.tr/tr/download/article-file/630259
ER  -