İngilizce Hazırlık Programlarında Görev Alan Okutmanların Dil Ölçme ve Değerlendirme Bilgilerinin Araştırılması

Öz

Bu çalışmanın temel amacı, Türkiye’deki İngilizce hazırlık programlarında görev yapmakta olan okutmanların dildeki ölçme ve değerlendirme bilgilerinin incelenmesidir. Bu çalışma, aynı zamanda okutmanların dildeki ölçme ve değerlendirmeye yönelik algılarını ve bunun öğretmenlik uygulamalarına yansımalarını bulmayı hedeflemektedir. Dildeki ölçme ve değerlendirme seviyelerini bulmak için, Dilde Ölçme Değerlendirme Bilgisi Ölçeği farklı üniversitelerden 195 İngilizce okutmanına uygulanmıştır. Çalışmanın nitel veri aşamasında ise, dil ölçme ve değerlendirme algıları ve bunun sınıflarına yansımalarını bulmak amacıyla 17 İngilizce okutman ile röportajlar gerçekleştirilmiştir. Sonuçlar, okutmanların yeterli düzeyde ölçme ve değerlendirme bilgilerine sahip olduklarını ve bunu sınıf içi uygulamalarına yansıtabildiklerini göstermiştir. Ayrıca, eğitim durumu, öğretmenlik deneyimi, dilde ölçme ve değerlendirme konusunda eğitimlere katılıp katılmama gibi demografik özelliklerin katılımcıların ölçme ve değerlendirme bilgilerine bir etkisi olmadığı tespit edilmiştir. Bu bulgular, İngilizce okutmanları için dilde ölçme ve değerlendirme hakkında tavsiyeler ve ölçme ve değerlendirme alanında ileriki araştırmalar için öneriler sunmaktadır.

Anahtar Kelimeler

• Dilde Ölçme ve Değerlendirme
• Dilde Ölçme ve Değerlendirme Okuryazarlığı
• Dilde Ölçme ve Değerlendirme Bilgisi

Exploring Language Assessment Literacy of EFL Instructors in Language Preparatory Programs

Öz

The overall purpose of this study is to investigate language assessment knowledge of English as a Foreign Language (EFL) instructors working in language preparatory programs of the universities in Turkey. The study also aims to find out EFL instructors’ perceptions of language assessment and its reflections in their teaching practices. In order to measure their level of language assessment knowledge, Language Assessment Knowledge Scale (LAKS) was administered to 195 EFL instructors from different universities. With regard to the qualitative phase, interviews were conducted with 17 EFL instructors to find out their perceptions of language assessment and its reflections in the classroom. The findings demonstrated that EFL instructors had considerable knowledge of language assessment, and they could reflect their knowledge in their teaching practice. Also, it was found that certain demographic features, including educational background, teaching experience, or attending any professional development training on language assessment, did not have any impact on EFL instructors’ language assessment knowledge. The findings offer several implications for EFL instructors regarding language assessment and provide recommendations for further research in the field of testing and assessment.

Anahtar Kelimeler

• Testing and assessment
• Assessment literacy
• Assessment knowledge
• EFL

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