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İngilizce Öğretmenlerinin Dil Değerlendirmesi Okuryazarlığı: Türkiye Bağlamı

Yıl 2017, Cilt: 168 Sayı: 1, 43 - 60, 01.03.2017

Öz

Değerlendirme, öğretme ve öğrenme sürecini iyileştirmek için öğretmenlerinin bilgiyi kullanmasını sağlayan kritik bir bileşendir. Yabancı dil değerlendirmenin kalite güvencesinde en önemli hususlardan biri, öğretmenlerin değerlendirme okuryazarlığıdır. Yabancı dil öğretmenleri, özellikle sınıf temelli değerlendirmelerinin yanı sıra standartlaştırılmış dil testleriyle uğraşmak zorundadırlar. Bu çalışma, Türkiye’de (kar amacı gütmeyen, özel) üniversitelerdeki hazırlık programlarında çalışan İngilizce öğretmenlerinin değerlendirme okuryazarlığını araştırmayı amaçlamıştır. Çevrimiçi bir anket ve odak grup görüşmeleri yoluyla veriler toplanmıştır. Çalışmanın sonucu Türkiye’deki İngilizce öğretmenlerinin değerlendirme alanında hizmet içi eğitim aldıkları alanlar hakkında önemli bulguları, bu alanda hizmet içi eğitim için algılanan ihtiyaçlarını ve dil hazırlık programlarındaki test/değerlendirme uygulamalarına yönelik tutumlarını ortaya koymuştur

Kaynakça

  • Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. London: Continuum.
  • Balagtas, M. U., Dacanay, A. G., Dizon, M. A. & Duque, R. E. (2010). Literacy level on educational assessment of students in a premiere teacher education institution: Basis for a capability building program. The Assessment Handbook, 4(1), 1-19. Retrieved from http://pemea.club. officelive.com/TheAssessmentHandbook.aspx
  • Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rd ed.). Needham Heights, MA: Allyn & Bacon.
  • Brookhart, S. M. (1999). The Art and Science of Classroom Assessment: The Missing Part of Pedagogy. ASHE-ERIC Higher Education Report, 27 (1). Washington, D.C.: George Washington University Graduate School of Education and Human Development.
  • Chen, H. (2003). A study of primary school English teachers’ beliefs and practices in multiple assessments: A case study in Taipei City. Unpublished master thesis. Taipei: National Taipei Teachers College.
  • Çalışkan, H., & Kaşıkçı, Y. (2010). The application of traditional and alternative assesment and evaluation tools by teachers in social studies. Procedia-Social and Behavioral Sciences, 2, 4152- 4156.
  • Earl, L. (2003). Assessment as learning. Thousand Oaks, CA: Corwin.
  • Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Jossey-Bass.
  • Galluzzo, G. R. (2005). Performance assessment and renewing teacher education. Clearing House, 78(4), 142-45.
  • Gardner, S., & Rea-Dickins, P. (2001) Conglomeration or Chameleon? Teachers’ Representations of Language in the Assessment of Learners with English as an Additional Language. Language Awareness, 10(2-3): 161-77.
  • Gliem, J., & Gliem, R. (2003). Calculating, interpreting, and reporting Cronbach’s Alpha Reliability
  • Coefficient for Likert-type scales. Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education.
  • Green, J. M, Draper, A.K, & Dowler, E.A. (2003) Short cuts to safety: Risk and ‘rules of thumb’ in accounts of food choice. Health, Risk and Society 5: 33–52.
  • 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.
  • Gronlund, N. E. (1998). Assessment of Student Achievement (6th ed.). Boston: Allyn & Bacon.
  • Hargreaves, A., Earl, L., & Schmidt, M. (2002). Perspectives on alternative assessment reform. American Educational Research Journal, 39(1), 69-95.
  • Harris, L., Irving, S. E., & Peterson, E. (2008). Secondary Teachers’ Conceptions of the Purpose of Assessment and Feedback. Paper presented at the Australian Association for Research in Education Conference, Brisbane.
  • Hasselgreen, A., Carlsen, C., & Helness, H. (2004). European Survey of Language Testing and Assessment Needs. Report: part one: general findings. Available at: www.ealta.eu.org/resources. htm (March 2017).
  • Huba, M. E., & Freed, J. E. (2000). Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning (1st ed.). Pearson.
  • Karaman, P., & Şahin, Ç. (2014). Öğretmen adaylarının ölçme değerlendirme okuryazarlıklarının belirlenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(2). 175-189.
  • McMillan, J.H., & Nash, S. (2000). Teachers’classroom assessment and grading decision making. Paper presented at the Annual Meeting of the National Council of Measurement in Education, NewOrleans.
  • Mertler, C. A. (1999) Assessing student performance: A descriptive study of the classroom assessment practices of Ohio teachers. Education, 120, 285–96.
  • Mertler, C. A. (2003). Preservice versus inservice teachers’ assessment literacy: Does classroom experience make a difference? Paper presented at the Annual Meeting of the MidWestern Educational Research Association, Columbus, OH.
  • Mertler, C.A. (2004). Secondary teachers’ assessment literacy: Does classroom experience make a difference? American Secondary Education, 33 (1).
  • Onwuegbuzie, A. J., & Johnson, R. B. (2004, April). Validity issues in mixed methods research. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • Plake, B. S. (1993). Teacher assessment literacy: Teachers’ competencies in the educational assessment of students. Mid-Western Educational Researcher, 6(1), 21-27.
  • Popham, W. J. (2004). All about accountability / Why assessment illiteracy is professional suicide. Educational Leadership, 62(1), 82-83.
  • Stiggins, R. J. (1997). Student-centered classroom assessment. Upper Saddle River, NJ: Merrill Prentice Hall.
  • Stiggins, R. J. (2002) Assessment crisis The absence of assessment FOR learning. Phi Delta Kappan. 83(10), 758-765.
  • Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: doing it right--using it well. Assessment Training Institute.
  • Vogt, K. & Tsagari, D. (2014) ‘Assessment literacy of foreign language teachers: Findings of a European study’. Language Assessment Quarterly. 11(4), 374-402.
  • Volante, L., & Fazio, X. (2007). Exploring Teacher Candidates’ Assessment Literacy: Implications for Teacher Education Reform and Professional Development. Canadian Journal of Education, 30(3), 749-770.
  • Wiggins, G.P. (1994). Toward More Authentic Assessment of Language Performances. In C. R. Hancock (Ed.). Teaching, testing, and assessment: making the connection. Northeast Conference Report. Lincolnwood, IL: National Textbook Company.
  • Yamtim, V., & Wongwanich, S. (2014). A study of state and approaches to improve classroom assessment literacy of primary school teachers. Procedia-Social and Behavioral Sciences, 116, 2998-3004.
  • Zhang, Z., & Burry-Stock, J. A. ( 2003). Classroom assessment practices and teachers’ self-perceived assessment skills. Applied Measurement in Education, 16(4), 323-342.

English Language Teachers’ Assessment Literacy: The Turkish Context

Yıl 2017, Cilt: 168 Sayı: 1, 43 - 60, 01.03.2017

Öz

Assessment is considered to be a critical component in the process of teaching and learning as it enables teachers to evaluate student learning and utilize the information to improve learning and instruction. One of the most important aspects in the quality assurance of language testing and assessment (LTA) is the assessment literacy of teachers. Foreign language teachers particularly have to deal with their own classroom-based assessment as well as standardized language tests. The present study aims to explore the assessment literacy of English teachers working at the preparatory school in foundation (non-profit, private) universities in Turkey. Data collected by means of an online LTA questionnaire and focus group interviews revealed crucial findings about the areas the Turkish EFL teachers received pre- or in-service training in the LTA domain, their perceived needs for an in-service training in this field as well as their attitudes towards the testing/assessment practices in language preparatory programs

Kaynakça

  • Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. London: Continuum.
  • Balagtas, M. U., Dacanay, A. G., Dizon, M. A. & Duque, R. E. (2010). Literacy level on educational assessment of students in a premiere teacher education institution: Basis for a capability building program. The Assessment Handbook, 4(1), 1-19. Retrieved from http://pemea.club. officelive.com/TheAssessmentHandbook.aspx
  • Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research in education: An introduction to theory and methods (3rd ed.). Needham Heights, MA: Allyn & Bacon.
  • Brookhart, S. M. (1999). The Art and Science of Classroom Assessment: The Missing Part of Pedagogy. ASHE-ERIC Higher Education Report, 27 (1). Washington, D.C.: George Washington University Graduate School of Education and Human Development.
  • Chen, H. (2003). A study of primary school English teachers’ beliefs and practices in multiple assessments: A case study in Taipei City. Unpublished master thesis. Taipei: National Taipei Teachers College.
  • Çalışkan, H., & Kaşıkçı, Y. (2010). The application of traditional and alternative assesment and evaluation tools by teachers in social studies. Procedia-Social and Behavioral Sciences, 2, 4152- 4156.
  • Earl, L. (2003). Assessment as learning. Thousand Oaks, CA: Corwin.
  • Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Jossey-Bass.
  • Galluzzo, G. R. (2005). Performance assessment and renewing teacher education. Clearing House, 78(4), 142-45.
  • Gardner, S., & Rea-Dickins, P. (2001) Conglomeration or Chameleon? Teachers’ Representations of Language in the Assessment of Learners with English as an Additional Language. Language Awareness, 10(2-3): 161-77.
  • Gliem, J., & Gliem, R. (2003). Calculating, interpreting, and reporting Cronbach’s Alpha Reliability
  • Coefficient for Likert-type scales. Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education.
  • Green, J. M, Draper, A.K, & Dowler, E.A. (2003) Short cuts to safety: Risk and ‘rules of thumb’ in accounts of food choice. Health, Risk and Society 5: 33–52.
  • 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.
  • Gronlund, N. E. (1998). Assessment of Student Achievement (6th ed.). Boston: Allyn & Bacon.
  • Hargreaves, A., Earl, L., & Schmidt, M. (2002). Perspectives on alternative assessment reform. American Educational Research Journal, 39(1), 69-95.
  • Harris, L., Irving, S. E., & Peterson, E. (2008). Secondary Teachers’ Conceptions of the Purpose of Assessment and Feedback. Paper presented at the Australian Association for Research in Education Conference, Brisbane.
  • Hasselgreen, A., Carlsen, C., & Helness, H. (2004). European Survey of Language Testing and Assessment Needs. Report: part one: general findings. Available at: www.ealta.eu.org/resources. htm (March 2017).
  • Huba, M. E., & Freed, J. E. (2000). Learner-Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning (1st ed.). Pearson.
  • Karaman, P., & Şahin, Ç. (2014). Öğretmen adaylarının ölçme değerlendirme okuryazarlıklarının belirlenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(2). 175-189.
  • McMillan, J.H., & Nash, S. (2000). Teachers’classroom assessment and grading decision making. Paper presented at the Annual Meeting of the National Council of Measurement in Education, NewOrleans.
  • Mertler, C. A. (1999) Assessing student performance: A descriptive study of the classroom assessment practices of Ohio teachers. Education, 120, 285–96.
  • Mertler, C. A. (2003). Preservice versus inservice teachers’ assessment literacy: Does classroom experience make a difference? Paper presented at the Annual Meeting of the MidWestern Educational Research Association, Columbus, OH.
  • Mertler, C.A. (2004). Secondary teachers’ assessment literacy: Does classroom experience make a difference? American Secondary Education, 33 (1).
  • Onwuegbuzie, A. J., & Johnson, R. B. (2004, April). Validity issues in mixed methods research. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • Plake, B. S. (1993). Teacher assessment literacy: Teachers’ competencies in the educational assessment of students. Mid-Western Educational Researcher, 6(1), 21-27.
  • Popham, W. J. (2004). All about accountability / Why assessment illiteracy is professional suicide. Educational Leadership, 62(1), 82-83.
  • Stiggins, R. J. (1997). Student-centered classroom assessment. Upper Saddle River, NJ: Merrill Prentice Hall.
  • Stiggins, R. J. (2002) Assessment crisis The absence of assessment FOR learning. Phi Delta Kappan. 83(10), 758-765.
  • Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: doing it right--using it well. Assessment Training Institute.
  • Vogt, K. & Tsagari, D. (2014) ‘Assessment literacy of foreign language teachers: Findings of a European study’. Language Assessment Quarterly. 11(4), 374-402.
  • Volante, L., & Fazio, X. (2007). Exploring Teacher Candidates’ Assessment Literacy: Implications for Teacher Education Reform and Professional Development. Canadian Journal of Education, 30(3), 749-770.
  • Wiggins, G.P. (1994). Toward More Authentic Assessment of Language Performances. In C. R. Hancock (Ed.). Teaching, testing, and assessment: making the connection. Northeast Conference Report. Lincolnwood, IL: National Textbook Company.
  • Yamtim, V., & Wongwanich, S. (2014). A study of state and approaches to improve classroom assessment literacy of primary school teachers. Procedia-Social and Behavioral Sciences, 116, 2998-3004.
  • Zhang, Z., & Burry-Stock, J. A. ( 2003). Classroom assessment practices and teachers’ self-perceived assessment skills. Applied Measurement in Education, 16(4), 323-342.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Enisa Mede Bu kişi benim

Derin Atay Bu kişi benim

Yayımlanma Tarihi 1 Mart 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 168 Sayı: 1

Kaynak Göster

APA Mede, E., & Atay, D. (2017). İngilizce Öğretmenlerinin Dil Değerlendirmesi Okuryazarlığı: Türkiye Bağlamı. Dil Dergisi, 168(1), 43-60.