AN INVESTIGATION INTO OPEN-ENDED QUESTION PREPARATION SKILLS OF TURKISH LANGUAGE TEACHERS

Year 2024, Issue: 55, 1 - 14, 09.12.2024

Orhan Özen , Osman Mert

https://doi.org/10.33418/education.1414676

Abstract

This study aimed at determining to what extent Turkish teachers prepare open-ended questions and how often they use this type of questions. Another purpose is to present suggestions about the problems that teachers face when preparing open-ended questions. This study is a case study which is one of the qualitative research methods. Semi-structured interview was performed with teachers who prepared written exams including open-ended questions. Descriptive analysis was used to analyze the data obtained at the end of the interview. The participants of the interview are 13 Turkish language teachers working in 7 secondary schools in Tortum district of Erzurum. With the permission obtained from the Erzurum Provincial Directorate of National Education, samples of written exam papers consisting of open-ended questions used in the 5th, 6th, 7th and 8th grades of the Turkish teachers working in 7 secondary schools in Tortum district were taken in the 2018-2019 and 2019-2020 academic years. Written exam samples including open-ended questions used in this study were analyzed using the document review method. The findings obtained from the interviews showed that teachers faced problems in preparing and scoring open-ended questions due to insufficient time, scope validity, and evaluation. Also, it was found that open-ended questions measure lower-level skills such as remembering, comprehending and applying in terms of cognitive domain learning and consist of simple reading comprehension questions. The results of the study revealed that teachers are aware of the importance of open-ended questions in Turkish lessons, they use open-ended questions in their exams adequately, although their ability to prepare open-ended questions is low. When examined open-ended questions prepared by teachers, it was found that these types of questions were mostly prepared in the form of simple reading comprehension questions and they were included in the lower levels of cognitive domain. The study also revealed that the reliability of the questions was low, since a detailed answer key was not generally used in the scoring of the questions. Preparing questions that only measure the learning outcomes in terms of reading may reduce validity. Turkish language teaching, assessment and evaluation, open-ended questions.

Keywords

Turkish language teaching, assessment and evaluation, open-ended questions

TÜRKÇE ÖĞRETMENLERİNİN AÇIK UÇLU SORU HAZIRLAMA BECERİLERİNİN İNCELENMESİ

Abstract

Bu alışmanın amacı, Türkçe öğretmenlerinin açık uçlu soru hazırlama düzeyinin tespit edilmesi, açık uçlu soruları kullanma sıklıklarının belirlenmesi, bu alanda karşılaşılan sorunların çözümüne yönelik neler yapılabileceği hakkında görüş bildirilmesidir. Türkçe öğretmenlerinin açık uçlu soru hazırlama becerilerinin incelendiği bu çalışma nitel araştırma yöntemlerinden durum çalışmasıdır. Bu araştırmada, açık uçlu yazılı soruları hazırlayan öğretmenlerle yarı yapılandırılmış bir görüşme gerçekleştirilmiştir. Görüşme sonunda elde edilen verilerin incelenmesinde betimsel analiz tekniği kullanılmıştır. Görüşmenin katılımcılarını Erzurum ili, Tortum ilçesindeki 7 ortaokulda görev yapan 13 Türkçe öğretmeni oluşturmaktadır. Erzurum İl Millî Eğitim Müdürlüğünden alınan izinle Tortum ilçesindeki 7 ortaokulda görev yapan Türkçe öğretmenlerinden, 2018-2019 ve 2019-2020 eğitim-öğretim yılında 5, 6, 7 ve 8. sınıflarda kullandıkları açık uçlu sorulardan oluşan yazılı sınav kâğıtlarının örnekleri alınmıştır. Bu araştırmada kullanılan açık uçlu yazılı örnekleri, doküman incelemesi yöntemi kullanılarak analiz edilmiştir. Öğretmenlerle gerçekleştirilen görüşmelerde, öğretmenlerin açık uçlu soruları süre yetersizliği, kapsam geçerliği ve değerlendirmede yaşanan olumsuzluklardan dolayı hazırlamada ve puanlamada sorunlar yaşadıkları anlaşılmıştır. İncelenen yazılı sınavlarda, açık uçlu soruların bilişsel basamaklar açısından hatırlama, kavrama ve uygulama gibi alt düzey becerileri ölçer nitelikte olduğu ve basit düzeyde okuduğunu anlama sorularından oluştuğu tespit edilmiştir. Araştırma sonucunda, öğretmenlerin açık uçlu soruların Türkçe öğretimindeki öneminin farkında oldukları, hazırladıkları sınavlarda yeterince açık uçlu soru kullandıkları ancak açık uçlu soru hazırlama becerilerinin düşük düzeyde olduğu belirlenmiştir. Hazırlanan açık uçlu soruların incelenmesinde, bu tip soruların çoğunlukla basit düzeydeki okuduğunu anlama soruları şeklinde hazırlandığı ve bilişsel basamaklar açısından alt düzey bilişsel basamaklarda yer aldıkları tespit edilmiştir. Soruların puanlamasında genellikle detaylı bir anahtar oluşturulmadığı için güvenirliklerinin oldukça düşük olduğu anlaşılmıştır. Sadece okumaya yönelik kazanımları ölçen sorular hazırlanması da geçerlik açısından olumsuz bir durum ortaya çıkarmaktadır.

Keywords

TÜRKÇE YAZILI SINAVLARI, AÇIK UÇLU SORULAR, ÖLÇME DEĞERLENDİRME

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