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

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

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.

Kaynakça

  • Alderson, J. C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge, England: Cambridge University Press.
  • Alderson, J.C., & Bachman, L. (2004). Series editors’ preface. In S. Luoma (Eds.), Assessing speaking (pp. 9-11). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511733017.001
  • Cowie, B., & Bell, B. (1999). A model of formative assessment in Science Education. Assessment in Education: Principles, Policy & Practice, 6(1), 101-116.
  • Firoozi, T., Razavipour, K. & Ahmadi, A. The language assessment literacy needs of Iranian EFL teachers with a focus on reformed assessment policies. Lang Test Asia 9, 2 (2019). https://doi.org/10.1186/s40468-019- 0078-7.
  • Gottheiner D. M., & Siegel M. A. (2012). Experienced Middle School Science Teachers’ Assessment Literacy: Investigating Knowledge of Students’ Conceptions in Genetics and Ways to Shape Instruction. The Association for Science Teacher Education, USA J Sci Teacher Educ 23, 531–557. http://dx.doi.org/10.1007/s10972-012-9278z
  • Hakim, B. (2015). English language teachers’ ideology of ELT assessment literacy. International Journal of Education & Literacy Studies, 3(4), 42- 48.
  • 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.
  • Inbar-Lourie, O. (2008a). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385– 402.
  • Inbar-Lourie, O. (2008b). Language assessment culture. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.) (pp. 285-299). Springer Science Business Media LLC.
  • Inbar-Lourie, O. (2017). Guest editorial to the special issue on language assessment literacy. Language Testing, 30(3), 301–307.
  • Jannati, S. (2015). ELT Teachers’ Language Assessment Literacy: Perceptions and Practices. The International Journal of Research in Teacher Education, 6(2), 26-37.
  • Karaman, P. & Şahin, Ç. (2017). Öğretmen Adaylarının Ölçme-Değerlendirme Okuryazarlıklarının Mikro-Öğretim Yoluyla Geliştirilmesi. Journal of Turkish Studies, 12, 255-274.
  • Katz, A. & Gottlieb, M. (2013). Assessment in the Classroom. In the Encyclopedia of Applied Linguistics, C. A. Chapelle (Ed.). doi:10.1002/9781405198431. wbeal0042
  • Malone, M. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329-344. https://doi. org/10.1177/0265532213480129.
  • Mede, E., & Atay, D. (2017). English Language Teachers’ assessment literacy: The Turkish context. Dil Dergisi, 168(1), 1-5.
  • Mertler, C. A. (1998). Classroom assessment practices of Ohio teachers. Paper presented at the annual meeting of the Mid-Western Educational Research Association, Chicago, IL, October (ERIC Document Reproduction Service No. 428 085).
  • Muñoz, A. P., Palacio, M., & Escobar, L. (2012). Teachers’ beliefs about assessment in an EFL context in Colombia. Profile: Issues in Teachers’ Professional Development, 14(1).
  • Ölmezer-Öztürk, E. & Aydın, B. (2018). Developing and Validating Language Assessment Knowledge Scale (LAKS) and Exploring the Assessment Knowledge of EFL instructors. Unpublished PhD Dissertation, Anadolu University, Turkey.
  • Ölmezer-Öztürk, E., & Aydın, B. (2019). Investigating language assessment knowledge of EFL instructors. Hacettepe University Journal of Education, 34(3), 602-620. doi: 10.16986/HUJE.2018043465
  • Öz, S. & Atay, D. (2017). Turkish EFL instructors’ 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.
  • Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kaplan, 72(7), 534–539.
  • Sultana, N. (2019). Language assessment literacy: an uncharted area for the English language teachers in Bangladesh. Language Testing in Asia. 9. 10.1186/s40468-019-0077-8.
  • Tao, N. (2014). Development and validation of classroom assessment literacy scales: English as a Foreign Language (EFL) teachers in a Cambodian Higher Education Setting. Unpublished PhD dissertation, Victoria University, Australia.
  • Taras, M. (2005). Assessment -summative and formative- some theoretical reflections. British Journal of Educational Studies, 53(4), 466-478.
  • Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29(1), 21–36.
  • Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412.
  • Tosuncuoğlu, I. (2018). Importance of Assessment in ELT. Journal of Education and Training Studies, 6(9), 163-167.
  • Tsagari, D. (2008). Assessment literacy of EFL instructors 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), 41-63.
  • William, D. (2013). Assessment: The Bridge between Teaching and Learning. Voices from the Middle, 21(2), 15-20.
  • Wojtczak, A. (2002). Medical education terminology. Medical Teacher, 24(4), 357-357

Exploring Language Assessment Literacy of EFL Instructors in Language Preparatory Programs

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

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.

Kaynakça

  • Alderson, J. C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge, England: Cambridge University Press.
  • Alderson, J.C., & Bachman, L. (2004). Series editors’ preface. In S. Luoma (Eds.), Assessing speaking (pp. 9-11). Cambridge: Cambridge University Press. doi:10.1017/CBO9780511733017.001
  • Cowie, B., & Bell, B. (1999). A model of formative assessment in Science Education. Assessment in Education: Principles, Policy & Practice, 6(1), 101-116.
  • Firoozi, T., Razavipour, K. & Ahmadi, A. The language assessment literacy needs of Iranian EFL teachers with a focus on reformed assessment policies. Lang Test Asia 9, 2 (2019). https://doi.org/10.1186/s40468-019- 0078-7.
  • Gottheiner D. M., & Siegel M. A. (2012). Experienced Middle School Science Teachers’ Assessment Literacy: Investigating Knowledge of Students’ Conceptions in Genetics and Ways to Shape Instruction. The Association for Science Teacher Education, USA J Sci Teacher Educ 23, 531–557. http://dx.doi.org/10.1007/s10972-012-9278z
  • Hakim, B. (2015). English language teachers’ ideology of ELT assessment literacy. International Journal of Education & Literacy Studies, 3(4), 42- 48.
  • 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.
  • Inbar-Lourie, O. (2008a). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25(3), 385– 402.
  • Inbar-Lourie, O. (2008b). Language assessment culture. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.) (pp. 285-299). Springer Science Business Media LLC.
  • Inbar-Lourie, O. (2017). Guest editorial to the special issue on language assessment literacy. Language Testing, 30(3), 301–307.
  • Jannati, S. (2015). ELT Teachers’ Language Assessment Literacy: Perceptions and Practices. The International Journal of Research in Teacher Education, 6(2), 26-37.
  • Karaman, P. & Şahin, Ç. (2017). Öğretmen Adaylarının Ölçme-Değerlendirme Okuryazarlıklarının Mikro-Öğretim Yoluyla Geliştirilmesi. Journal of Turkish Studies, 12, 255-274.
  • Katz, A. & Gottlieb, M. (2013). Assessment in the Classroom. In the Encyclopedia of Applied Linguistics, C. A. Chapelle (Ed.). doi:10.1002/9781405198431. wbeal0042
  • Malone, M. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329-344. https://doi. org/10.1177/0265532213480129.
  • Mede, E., & Atay, D. (2017). English Language Teachers’ assessment literacy: The Turkish context. Dil Dergisi, 168(1), 1-5.
  • Mertler, C. A. (1998). Classroom assessment practices of Ohio teachers. Paper presented at the annual meeting of the Mid-Western Educational Research Association, Chicago, IL, October (ERIC Document Reproduction Service No. 428 085).
  • Muñoz, A. P., Palacio, M., & Escobar, L. (2012). Teachers’ beliefs about assessment in an EFL context in Colombia. Profile: Issues in Teachers’ Professional Development, 14(1).
  • Ölmezer-Öztürk, E. & Aydın, B. (2018). Developing and Validating Language Assessment Knowledge Scale (LAKS) and Exploring the Assessment Knowledge of EFL instructors. Unpublished PhD Dissertation, Anadolu University, Turkey.
  • Ölmezer-Öztürk, E., & Aydın, B. (2019). Investigating language assessment knowledge of EFL instructors. Hacettepe University Journal of Education, 34(3), 602-620. doi: 10.16986/HUJE.2018043465
  • Öz, S. & Atay, D. (2017). Turkish EFL instructors’ 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.
  • Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kaplan, 72(7), 534–539.
  • Sultana, N. (2019). Language assessment literacy: an uncharted area for the English language teachers in Bangladesh. Language Testing in Asia. 9. 10.1186/s40468-019-0077-8.
  • Tao, N. (2014). Development and validation of classroom assessment literacy scales: English as a Foreign Language (EFL) teachers in a Cambodian Higher Education Setting. Unpublished PhD dissertation, Victoria University, Australia.
  • Taras, M. (2005). Assessment -summative and formative- some theoretical reflections. British Journal of Educational Studies, 53(4), 466-478.
  • Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29(1), 21–36.
  • Taylor, L. (2013). Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections. Language Testing, 30(3), 403–412.
  • Tosuncuoğlu, I. (2018). Importance of Assessment in ELT. Journal of Education and Training Studies, 6(9), 163-167.
  • Tsagari, D. (2008). Assessment literacy of EFL instructors 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), 41-63.
  • William, D. (2013). Assessment: The Bridge between Teaching and Learning. Voices from the Middle, 21(2), 15-20.
  • Wojtczak, A. (2002). Medical education terminology. Medical Teacher, 24(4), 357-357
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Tuğba Kaya Bu kişi benim 0000-0001-7534-4965

Enisa Mede Bu kişi benim 0000-0002-6555-5248

Yayımlanma Tarihi 1 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 7 Sayı: 1

Kaynak Göster

APA Kaya, T., & Mede, E. (2021). Exploring Language Assessment Literacy of EFL Instructors in Language Preparatory Programs. İstanbul Aydın Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 163-189.


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