An Overview of Language Assessment Literacy Research within English Language Education Context

Yıl 2019, Cilt: 12 Sayı: 4, 1340 - 1364, 03.10.2019

Aylin Sevimel-şahin , Gonca Subaşı

https://doi.org/10.30831/akukeg.501817

Cited By: 1

Öz

Language assessment literacy
(LAL) is the indication of language teachers’ familiarity with assessment
processes and ability to perform successful assessment procedures in foreign
language education. In recent years, its importance has increased due to the
developments in such education. The research into this concept have already
begun to define and conceptualize it. However, empirical research on LAL,
especially about educational contexts, has not been much widespread. So, this
review mainly aims to present an overview of LAL concept within the scope of
foreign language education. In particular, this review firstly illustrates its
conceptual side by exemplifying the definitions, components and
characteristics. Then, focusing on English language teachers, it evaluates the
most up-to-date empirical studies conducted in EFL in-service or pre-service
teaching contexts to show its place in foreign language assessment and the recent
trends in LAL research. Lastly, it discusses the findings to suggest
implications for practice and further study about LAL.

Anahtar Kelimeler

language assessment literacy, foreign language education, English language teaching, foreign language assessment

İngiliz Dili Eğitimi Bağlamında Yabancı Dilde Ölçme-Değerlendirme Okuryazarlığı Araştırmasına Genel Bir Bakış

Öz

Yabancı dilde
ölçme-değerlendirme okuryazarlığı, dil öğretmenlerinin ölçme-değerlendirme
süreçlerine aşina olmasının ve yabancı dil eğitiminde başarılı
ölçme-değerlendirme yöntemlerini uygulama becerisinin bir göstergesidir. Son
yıllarda bu tür eğitimdeki gelişmeler nedeniyle bu kavramın önemi artmıştır. Bu
kavrama yönelik yapılan araştırmalar, onu tanımlamaya ve kavramsallaştırmaya
çoktan başlamış bulunmaktadır. Bununla birlikte, özellikle eğitim bağlamında
yabancı dilde ölçme-değerlendirme okuryazarlığı üzerine yapılan ampirik
çalışmalar çok yaygın değildir. Dolayısıyla, bu derlemenin temel amacı, yabancı
dil eğitimi kapsamında yabancı dilde ölçme-değerlendirme okuryazarlığı
kavramının genel bir değerlendirmesini sunmaktır. Özellikle, bu derleme
öncelikle bu kavramın tanımları, bileşenleri ve karakteristik özelliklerini
örneklendirerek onun kavramsal yanlarını göstermektedir. Sonrasında bu derleme,
İngilizce öğretmenlerine odaklanarak kavramın yabancı dilde
ölçme-değerlendirmedeki yerini ve bu kavrama bağlı güncel araştırma
eğilimlerini ortaya koymak için hizmet içi ve hizmet öncesi öğretmenlik
bağlamlarında gerçekleştirilen en güncel ampirik araştırmaları
değerlendirmektedir. Son olarak, bu derleme, söz konusu kavramın uygulama
alanları ve onun hakkında daha çok araştırma önerilerinde bulunmak için
bulguları tartışmaktadır.

Anahtar Kelimeler

yabancı dilde ölçme-değerlendirme okuryazarlığı, yabancı dil eğitimi, İngiliz dili eğitimi, yabancı dil değerlendirmesi

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