Investigating Language Assessment Knowledge of EFL Teachers

Yıl 2019, Cilt: 34 Sayı: 3, 602 - 620, 31.07.2019

Elçin Ölmezer-öztürk Belgin Aydın

Öz

The purpose of this
study is to provide an overall picture regarding general and skill-based
Language Assessment Knowledge (LAK) level of English teachers working in
Turkish higher education context by using Language Assessment Knowledge Scale
(LAKS) developed by Ölmezer-Öztürk and Aydın (2018). The scale including 60
items with four constructs was completed by 542 EFL teachers working at schools
of foreign languages. The statistical findings revealed that in terms of LAK
level of the teachers, the participants got, on average, 25 out of 60. The results
of one sample t-test revealed that the score the teachers got from the scale
was significantly lower than half of the total score. It was also found that
the teachers were the most knowledgeable in assessing reading whereas they had
the lowest score in assessing listening. Besides, except for being a testing
office member, no significant impact of demographic features was found on LAK
level of the participants. Finally, the present study offers several
suggestions both for future studies and for policy makers to improve EFL
teachers’ language assessment literacy on assessing each skill.

Anahtar Kelimeler

Language assessment knowledge, EFL teachers, language assessment literacy

İngilizceyi Yabancı Dil Olarak Öğreten Öğretmenlerin Dilde Ölçme Değerlendirme Bilgilerinin Araştırılması

Öz

Bu çalışma İngilizce öğretmenlerinin dilde
ölçme değerlendirme bilgisi seviyelerini ortaya koymayı amaçlamaktadır. Veriler
60 maddeli ve 4 boyutlu dilde ölçme değerlendirme bilgisi ölçeği ile toplanmış
ve bu ölçek yükseköğretimde çalışan 542 öğretmen tarafından cevaplanmıştır.
Öğretmenlerin dilde ölçme değerlendirme bilgi seviyeleri ile alakalı bulgular,
katılımcıların ölçeğin genelinden 60 üzerinden 25 aldığını ve bu ortalamanın
toplam puanın yarısından anlamlı derecede düşük olduğunu ortaya koymuştur.
Bunun yanı sıra, öğretmenlerin dilde ölçme değerlendirme bilgi düzeylerinin
okuma becerisini ölçmede en yüksek, dinleme becerisini ölçmede ise en düşük
olduğu belirlenmiştir. Ölçme değerlendirme ofisi çalışanı olup olmama haricinde
hiçbir demografik değişkenin öğretmenlerin dilde ölçme değerlendirme bilgisi
üzerinde etkisinin olmadığı da çalışmanın istatistikî bulguları arasındadır. Çalışmanın
sonuç bölümünde ise öğretmenlerin dilde ölçme değerlendirme okuryazarlıklarının
geliştirilmesi için hem araştırma hem planlama açısından bazı önerilerde
bulunulmuştur.

Anahtar Kelimeler

Dilde ölçme değerlendirme bilgisi, İngilizce öğretmenleri, dilde ölçme değerlendirme okuryazarlığı

Kaynakça

• Aydın, B., Kızıltan, N., Öztürk, G., İpek, Ö. F., Yükselir, C., & Beceren, S. (2017). Optional English preparatory programs after HEC 2016 regulation: Opinions of asministrators on the current situation and problems. Anadolu University Journal of Education Faculty, 1 (2), 1-11.
• Backlund, P., Brown, K., Gurry, J., & Jandt, F. (1980). Evaluating speaking and listening skill assessment instruments: Which one is best for you? Language Arts, 57 (6), 621-627.
• Buck. G. (2001). Assessing listening. Cambridge: Cambridge University Press.
• Flowerdew, J., & Miller, L. (2012). Assessing listening. In C. Coombe, P. Davidson, B. O’Sullivan, & S. Stoynoff. (Eds.). The Cambridge guide to second language assessment. (pp. 225-233). Cambridge University Press, USA.
• Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9 (2), 113-132.
• 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.
• Hatipoğlu, Ç. (2017). History of English language teacher training and English language testing and evaluation (ELTE) education in Turkey. In Y. Bayyurt and N. S. Sifakis (Eds). English Language Education Policies and Practices in the Mediterranean Countries and Beyond (pp. 227-257). Frankfurt: Peter Lang.
• Heaton, J. B. (1990). Writing English language tests. (2nd ed.). Cambridge: Cambridge University Press.
• Hubley, N. N. (2012). Assessing reading. In C. Coombe, P. Davidson, B. O’Sullivan, & S. Stoynoff. (Eds.). The Cambridge guide to second language assessment. (pp. 211-217). Cambridge University Press, USA.
• Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25 (3), 385-402. Language Testing and Assessment (pp. 1-14). Springer International Publishing.
• Jannati, S. (2015). ELT teachers’ language assessment literacy: Perceptions and practices. The International Journal of Research in Teacher Education, 6 (2), 26-37.
• Jeong, H. (2013). Defining assessment literacy: Is it different for language testers and non-language testers?. Language Testing, 30 (3), 345-362.
• Jin, Y. (2010). The place of language testing and assessment in the professional preparation of foreign language teachers in China. Language Testing, 27(4), 555-584.
• Köksal, D. (2004). Assessing teachers’ testing skills in ELT and enhancing their professional development through distance learning on the net. Turkish Online Journal of Distance Education (TOJDE), 5(1), 1- 11.
• Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32 (2), 169-197.
• Madsen, H. S. (1983). Techniques in testing. New York and Oxford: Oxford University Press.
• McNamara, T., & Roever, C. (2006). Language testing: The social dimension. Malden, MA, and Oxford, England: Blackwell.
• Mede, E., & Atay, D. (2017). English Language Teachers’ assessment literacy: The Turkish context. Dil Dergisi, 168 (1), 1-5.
• Mertler, A. C. (2003). Secondary teachers’ assessment literacy: Does classroom experience make a difference?. American Secondary Education, 33(1), 49-64.
• Ölmezer-Öztürk, E. & Aydın, B. (2018). Developing and Validating Language Assessment Knowledge Scale (LAKS) and Exploring the Assessment Knowledge of EFL Teachers. Unpublished PhD Dissertation, Anadolu University, Turkey.
• Öz, S., & Atay, D. (2017). Turkish EFL teachers’ in-class language assessment literacy: perceptions and practices. ELT Research Journal, 6 (1), 25-44.
• Plake, B. S. (1993). Teacher assessment literacy: Teachers’ competencies in the educational assessment of students. Mid-Western Educational Researcher, 6 (1), 21-27.
• Popham, J. W. (2009). Assessment literacy for teachers: Faddish or fundamental? Theory Into Practice, 48, 4-11.
• Price, M., Rust, C., O’Donovan, B., Handley, K., & Bryant, R. (2012). Assessment literacy: The foundation for improving student learning. Oxford: The Oxford Centre for Staff and Learning Development.
• Stanford, P., & Reeves, S. (2005). Assessment that drives instruction. Teaching Exceptional Children, 37 (4), 18-22.
• Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77 (3), 238-245.
• Stiggins, R. J. (1999). Evaluating classroom assessment training in teacher education programs. Educational Measurement: Issues and Practice, 18 (1), 23-27.
• Stiggins, R. J. (2010). Essential formative assessment competencies for teachers and school leaders. In H. L. Andrade, G. J. Cizek (Eds.), Handbook of formative assessment, (pp. 233-250). New York, NY: Taylor & Francis.
• Tao, N. (2014). Development and validation of classroom assessment literacy scales: English as a Foreign Language (EFL) teachers in a Cambodian Higher Education Setting.
• Tsagari, D. (2008). Assessment literacy of EFL teachers in Greece: Current trends and future prospects. PowerPoint presentation at the 5th Annual EALTA Conference, May 9-11, Athens, Greece.
• 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), 41-64.
• Weigle, S. C. (2012). Assessing writing. In C. Coombe, P. Davidson, B. O’Sullivan, & S. Stoynoff. (Eds.). The Cambridge guide to second language assessment. (pp. 236-246). New York: Cambridge University Press.
• White, E. (2009). Are you assessment literate?. OnCue Journal, 3 (1), 3-25.
• Xu, Y., & Brown, G. T. L. (2017). University English teacher assessment literacy: A survey-test report from China. Papers in Language Testing and Assessment, 6 (1), 133-158.