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EFL Teachers’ Assessment Literacy of Young Learners: Findings from a Small-Scale Study

Yıl 2020, Cilt: 13 Sayı: 3, 548 - 563, 21.07.2020

Öz

Assessing language skills is crucial for checking the quality of teaching. Teacher assessment literacy plays a vital role in deciding on the quality of classroom assessment. Although assessment is a time-taking process, the assessment of foreign language speaking and writing with their unique characteristics requires more time, effort, and expertise. Moreover, assessing the language production of young learners requires much more attention because the assessment is a part of teaching and has cognitive and socio-cultural foundations. Therefore, this small-scale qualitative research investigated three English teacher’s views and practices on how they assess their young learners’ speaking and writing skills. Data were collected via semi-structured interviews and subjected to content analysis. The findings revealed the mismatches between teachers’ views and practices. It was found that the teachers did not adopt the assessor identity due to various barriers; namely, problems in teacher training and development, avoiding assessing productive skills, and the necessity for rater training. The findings suggest that the assessment literacy of the teachers needs to be improved. Therefore, pre-service teacher education programs should emphasise the identity development of language teachers as assessors. Additionally, in-service training is required for enhancing the assessment literacy of the language teachers.  

Kaynakça

  • Allal, L. (2013). Teachers' professional judgement in assessment: A cognitive act and a socially situated practice. Assessment in Education: Principles, Policy and Practice, 20, 20-34. https://doi.org/10.1080/0969594X.2012.736364
  • Baird, J.-A., Hopfenbeck, T. N., Newton, P., Stobart, G., & Steen-Utheim, A. T. (2014). State of the Field Review – Assessment and Learning (Oxford University Centre for Educational Assessment Report, 14/2). Oxford: Knowledge Centre for Education, The Research Council of Norway.
  • Barnes, N., Fives, H., & Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill (Eds.), International Handbook of Research on Teacher Beliefs (pp. 284-300). New York: Routledge.
  • Benigno, V., & de Jong, J. (2016). The global scale of english learning objectives for young learners: A CEFR-based inventory of descriptors. In M. Nikolov (Ed.), Assessing young learners of English: Global and local perspectives. New York: Springer.
  • Black, P., McCormick, R., James, M., & Pedder, D. (2006). Learning how to learn and assessment for learning: A theoretical inquiry. Research Papers in Education, 21, 119–132.
  • Büyükyavuz O., & İnal S. (2008). A descriptive study on Turkish teachers of English regarding their professional needs, efforts for development and available resources. The Asian EFL Journal, 10, 215-234.
  • Chou, M. H. (2014). Assessing English vocabulary and enhancing young English as a foreign language (EFL) learners’ motivation through games, songs, and stories. Education 3-13, 42(3), 284-297.
  • Coskun, A. (2016). Causes of the 'I can understand English but I can't speak' syndrome in Turkey. i-manager's Journal on English Language Teaching, 6(3), 1-12.
  • Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University.
  • Davison, C., & Leung, C. (Eds.) (2009). Teacher-based assessment. TESOL Quarterly, Special Issue 43(3), 389–562.
  • DeLuca, C. (2012). Preparing teachers for the age of accountability: Toward a framework for assessment education. Action in Teacher Education, 34(5/6), 576-591.
  • Earl, L. (2003). Assessment as learning: Using classroom assessment to maximise student learning, Corwin Press, Thousand Oaks, CA.
  • Fives, H. and Buehl, M. M. (2012). Spring cleaning for the “messy” construct of ceachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham and T. Urdan (Eds.), APA educational psychology handbook: Individual differences and cultural and contextual factors (Vol. 2, pp. 471-499). Washington, DC: American Psychological Association.
  • Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132.
  • Glock, S., Krolak-Schwerdt, S., & Pit-ten Cate, I. M. (2015). Are school placement recommendations accurate? The effect of students' ethnicity on teachers' judgments and recognition memory. European Journal of Psychology of Education, 30, 169-188.
  • Green, S. K., & Mantz, M. (2002). Classroom assessment practices: Examining impact on student learning. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Gu, P. Y. (2014). The unbearable lightness of the curriculum: What drives the assessment practices of a teacher of English as a Foreign Language in a Chinese secondary school? Assessment in Education: Principles, Policy and Practice, 21(3), 286-305.
  • Hatipoğlu, Ç. (2015). English language testing and evaluation (ELTE) training in Turkey: Expectations and needs of pre-Service English language teachers. ELT Research Journal, 4 (2), 111-128.
  • Hughes, A. 2003. Testing for language teachers. 2nd ed. Cambridge: Cambridge University.
  • Kahl, S. R., Hofman, P., & Bryant, S. (2012). Assessment literacy standards and performance measures for teacher candidates and practicing teachers. Measured Progress.
  • Looney, A. (2014). Assessment and the reform of education systems. In C. Wyatt-Smith, V. Klenowski and P. Colbert (Eds.), Designing assessment for quality learning (pp. 233–247). Heidelberg: Springer.
  • McKay, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge University.
  • McMillan, J. H. (2003). Understanding and improving teachers’ classroom assessment decision making: Implications for theory and practice. Educational Measurement: Issues and Practice, 22(4), 34–43.
  • Muñoz, A. P., Palacio, M. & Escobar, L. (2012). Teachers' Beliefs about Assessment in an EFL Context in Colombia. Profile Issues in Teachers Professional Development, 14(1), 143-158.
  • Oktay, A. (2015). Foreign Language Teaching: A problem in Turkish Education. Procedia - Social and Behavioral Sciences, 174, 584 – 593.
  • O’Loughlin, K. (2013). Developing the assessment literacy of university proficiency test users. Language Testing, 30(3), 363-380.
  • Ölmezer-Öztürk, E., & Aydın, B. (2019). Investigating language assessment knowledge of EFL teachers. Hacettepe University Journal of Education, 34(3), 602-620. https//doi.org/10.16986/HUJE.2018043465
  • Öz, S., & Atay, D. (2017). Turkish EFL teachers’ in-class language assessment literacy: Perceptions and practices. ELT Research Journal, 6(1), 25-44.
  • Pill, J., & Harding, L. (2013). Defining the Language Assessment Literacy Gap: Evidence from a Parliamentary Enquiry. Language Testing, 30(3), 381-402.
  • Praetorius, A. K., Berner, V. D., Zeinz, H., Scheunpflug, A. & Dresel, M. (2013). Judgment confidence and judgment accuracy of teachers in judging selfconcepts of students. Journal of Educational Research, 106, 64-76.
  • Stiggins, R. J. (1988). Revitalizing classroom assessment: The highest instructional priority. The Phi Delta Kappan, 69(5), 363-368.
  • Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappan, 72, 534-539.
  • Stiggins, R. J. (2002) Assessment crisis! The absence of assessment FOR learning. Phi Delta Kappan. 83(10), 758-765.
  • Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 238-245.
  • Thiede, K. W., Brendefur, J. L., Osguthorpe, R. D., Carney, M. B., Bremner, A., Strother, S.,…Jesse, D. (2015). Can teachers accurately predict student performance? Teaching and Teacher Education, 49, 36-44.
  • Tsagari, D., & Csépes, I. (2011) (Eds.). Classroom-based language assessment. Frankfurt am Main: Peter Lang.
  • Tsagari, D., & Vogt, K. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41-63.
  • Vogt, K. and Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly 11(4), 374-402.
  • White, E. (2009). Are you assessment literate? Some fundamental questions regarding effective classroom-based assessment. OnCUE Journal, 3(1), 3-25.
  • Willis, J., Adie, L., & Klenowski, V. (2013). Conceptualizing teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher, 40(2), 241-256.
  • Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A Reconceptualization. Teaching and Teacher Education, 58, 149-162.

İngilizce Öğretmenlerinin Çocuklara Yönelik Değerlendirme Okuryazarlığı: Küçük Ölçekli Bir Çalışmanın Bulguları

Yıl 2020, Cilt: 13 Sayı: 3, 548 - 563, 21.07.2020

Öz

Dil becerilerinin değerlendirilmesi, öğretimin kalitesini kontrol etmek için çok önemlidir. Benzer şekilde, öğretmen değerlendirme okuryazarlığı sınıf değerlendirmelerinin kalitesine karar vermede hayati bir rol oynamaktadır. Değerlendirme zaman alıcı bir süreç olmasının yanı sıra, yabancı dilde konuşma ve yazmanın kendine has özellikleri ile değerlendirilmesi daha fazla zaman, çaba ve uzmanlık gerektirir. Ayrıca, çocukların dil üretimini değerlendirmek çok daha fazla dikkat gerektirir çünkü değerlendirme öğretimin bir parçasıdır ve bilişsel ve sosyo-kültürel temelleri vardır. Bu olgulara dayanarak, bu vaka çalışması, üç İngilizce öğretmeninin, sınıflarındaki çocukların konuşma ve yazma becerilerini nasıl değerlendirdiklerine ilişkin görüş ve uygulamalarını araştırmaktadır. Veriler yarı yapılandırılmış görüşmeler yoluyla toplanmış ve içerik analizine tabi tutulmuştur. Bulgular öğretmenlerin görüş ve uygulamaları arasında uyuşmazlıklar olduğunu göstermektedir. Öğretmenlerin, öğretmen yetiştirme ve geliştirmedeki problemler, konuşma ve yazma becerilerin değerlendirilmesinden kaçınılması ve puanlayıcı eğitimi gerekliliği gibi çeşitli nedenlerden dolayı değerlendirici kimliğini benimsemedikleri bulunmuştur. Bulgular öğretmenlerin değerlendirme okuryazarlığının iyileştirilmesi gerektiğini göstermektedir. Bu nedenle, öğretmen yetiştirme programları, yabancı dil öğretmenlerinin değerlendirici kimlik geliştirmeleri üzerinde durmalıdır. Ayrıca yabancı dil öğretmenlerinin değerlendirme okuryazarlıklarını geliştirmek için hizmet içi eğitimler yapılmalıdır.

Kaynakça

  • Allal, L. (2013). Teachers' professional judgement in assessment: A cognitive act and a socially situated practice. Assessment in Education: Principles, Policy and Practice, 20, 20-34. https://doi.org/10.1080/0969594X.2012.736364
  • Baird, J.-A., Hopfenbeck, T. N., Newton, P., Stobart, G., & Steen-Utheim, A. T. (2014). State of the Field Review – Assessment and Learning (Oxford University Centre for Educational Assessment Report, 14/2). Oxford: Knowledge Centre for Education, The Research Council of Norway.
  • Barnes, N., Fives, H., & Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill (Eds.), International Handbook of Research on Teacher Beliefs (pp. 284-300). New York: Routledge.
  • Benigno, V., & de Jong, J. (2016). The global scale of english learning objectives for young learners: A CEFR-based inventory of descriptors. In M. Nikolov (Ed.), Assessing young learners of English: Global and local perspectives. New York: Springer.
  • Black, P., McCormick, R., James, M., & Pedder, D. (2006). Learning how to learn and assessment for learning: A theoretical inquiry. Research Papers in Education, 21, 119–132.
  • Büyükyavuz O., & İnal S. (2008). A descriptive study on Turkish teachers of English regarding their professional needs, efforts for development and available resources. The Asian EFL Journal, 10, 215-234.
  • Chou, M. H. (2014). Assessing English vocabulary and enhancing young English as a foreign language (EFL) learners’ motivation through games, songs, and stories. Education 3-13, 42(3), 284-297.
  • Coskun, A. (2016). Causes of the 'I can understand English but I can't speak' syndrome in Turkey. i-manager's Journal on English Language Teaching, 6(3), 1-12.
  • Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, UK: Cambridge University.
  • Davison, C., & Leung, C. (Eds.) (2009). Teacher-based assessment. TESOL Quarterly, Special Issue 43(3), 389–562.
  • DeLuca, C. (2012). Preparing teachers for the age of accountability: Toward a framework for assessment education. Action in Teacher Education, 34(5/6), 576-591.
  • Earl, L. (2003). Assessment as learning: Using classroom assessment to maximise student learning, Corwin Press, Thousand Oaks, CA.
  • Fives, H. and Buehl, M. M. (2012). Spring cleaning for the “messy” construct of ceachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham and T. Urdan (Eds.), APA educational psychology handbook: Individual differences and cultural and contextual factors (Vol. 2, pp. 471-499). Washington, DC: American Psychological Association.
  • Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113-132.
  • Glock, S., Krolak-Schwerdt, S., & Pit-ten Cate, I. M. (2015). Are school placement recommendations accurate? The effect of students' ethnicity on teachers' judgments and recognition memory. European Journal of Psychology of Education, 30, 169-188.
  • Green, S. K., & Mantz, M. (2002). Classroom assessment practices: Examining impact on student learning. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Gu, P. Y. (2014). The unbearable lightness of the curriculum: What drives the assessment practices of a teacher of English as a Foreign Language in a Chinese secondary school? Assessment in Education: Principles, Policy and Practice, 21(3), 286-305.
  • Hatipoğlu, Ç. (2015). English language testing and evaluation (ELTE) training in Turkey: Expectations and needs of pre-Service English language teachers. ELT Research Journal, 4 (2), 111-128.
  • Hughes, A. 2003. Testing for language teachers. 2nd ed. Cambridge: Cambridge University.
  • Kahl, S. R., Hofman, P., & Bryant, S. (2012). Assessment literacy standards and performance measures for teacher candidates and practicing teachers. Measured Progress.
  • Looney, A. (2014). Assessment and the reform of education systems. In C. Wyatt-Smith, V. Klenowski and P. Colbert (Eds.), Designing assessment for quality learning (pp. 233–247). Heidelberg: Springer.
  • McKay, P. (2006). Assessing Young Language Learners. Cambridge: Cambridge University.
  • McMillan, J. H. (2003). Understanding and improving teachers’ classroom assessment decision making: Implications for theory and practice. Educational Measurement: Issues and Practice, 22(4), 34–43.
  • Muñoz, A. P., Palacio, M. & Escobar, L. (2012). Teachers' Beliefs about Assessment in an EFL Context in Colombia. Profile Issues in Teachers Professional Development, 14(1), 143-158.
  • Oktay, A. (2015). Foreign Language Teaching: A problem in Turkish Education. Procedia - Social and Behavioral Sciences, 174, 584 – 593.
  • O’Loughlin, K. (2013). Developing the assessment literacy of university proficiency test users. Language Testing, 30(3), 363-380.
  • Ölmezer-Öztürk, E., & Aydın, B. (2019). Investigating language assessment knowledge of EFL teachers. Hacettepe University Journal of Education, 34(3), 602-620. https//doi.org/10.16986/HUJE.2018043465
  • Öz, S., & Atay, D. (2017). Turkish EFL teachers’ in-class language assessment literacy: Perceptions and practices. ELT Research Journal, 6(1), 25-44.
  • Pill, J., & Harding, L. (2013). Defining the Language Assessment Literacy Gap: Evidence from a Parliamentary Enquiry. Language Testing, 30(3), 381-402.
  • Praetorius, A. K., Berner, V. D., Zeinz, H., Scheunpflug, A. & Dresel, M. (2013). Judgment confidence and judgment accuracy of teachers in judging selfconcepts of students. Journal of Educational Research, 106, 64-76.
  • Stiggins, R. J. (1988). Revitalizing classroom assessment: The highest instructional priority. The Phi Delta Kappan, 69(5), 363-368.
  • Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappan, 72, 534-539.
  • Stiggins, R. J. (2002) Assessment crisis! The absence of assessment FOR learning. Phi Delta Kappan. 83(10), 758-765.
  • Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 238-245.
  • Thiede, K. W., Brendefur, J. L., Osguthorpe, R. D., Carney, M. B., Bremner, A., Strother, S.,…Jesse, D. (2015). Can teachers accurately predict student performance? Teaching and Teacher Education, 49, 36-44.
  • Tsagari, D., & Csépes, I. (2011) (Eds.). Classroom-based language assessment. Frankfurt am Main: Peter Lang.
  • Tsagari, D., & Vogt, K. (2017). Assessment literacy of foreign language teachers around Europe: Research, challenges and future prospects. Papers in Language Testing and Assessment, 6(1), 41-63.
  • Vogt, K. and Tsagari, D. (2014). Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly 11(4), 374-402.
  • White, E. (2009). Are you assessment literate? Some fundamental questions regarding effective classroom-based assessment. OnCUE Journal, 3(1), 3-25.
  • Willis, J., Adie, L., & Klenowski, V. (2013). Conceptualizing teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher, 40(2), 241-256.
  • Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A Reconceptualization. Teaching and Teacher Education, 58, 149-162.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Sabahattin Yeşilçınar 0000-0001-6457-0211

Galip Kartal

Yayımlanma Tarihi 21 Temmuz 2020
Gönderilme Tarihi 28 Ekim 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 13 Sayı: 3

Kaynak Göster

APA Yeşilçınar, S., & Kartal, G. (2020). EFL Teachers’ Assessment Literacy of Young Learners: Findings from a Small-Scale Study. Journal of Theoretical Educational Science, 13(3), 548-563.