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

Yıl 2021, Cilt: 7 Sayı: 1, 163 - 189, 01.04.2021

Tuğba Kaya Enisa Mede

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

Kaynakça

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