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Yabancı Dilde Ölçme ve Değerlendirmede Kalite Güvencesinin Sağlanması için Avrupa Ölçütlerinin Kullanımı ve Yaygınlaştırılması

Yıl 2018, Cilt: 6 Sayı: 2, 202 - 212, 25.12.2018

Öz

Avrupa Dilleri Öğretimi Ortak Çerçeve Programı: Öğrenim, Öğretim ve Değerlendirme ile belirlenen göstergelerin ve beraberinde öz değerlendirme aracı olarak kabul edilen Avrupa Dil Portfolyosu’nun Avrupa’da ve ötesinde kullanılması üzerine ortak karar alınmıştır CoE, 2000 . Avrupa Konseyi’ne üye devletlerden biri olan Türkiye, çerçeve programın göstergelerini CoE, 2001 ve Avrupa Dil Portfolyosu’nu öğrenme, öğretme, ölçme ve değerlendirme uygulamalarının temeline yerleştirmiş ve kullanmaya başlamıştır. Ek olarak, çerçeve programın öğrenim, öğretim ve değerlendirme alanlarında kullanımı üzerine kalite standartlarının arttırılması amacıyla çeşitli Avrupa ölçütlerini önerdiği de aşikardır. Bu noktada, bu çalışma ile yabancı dilde ölçme ve değerlendirmede iyi uygulamaların sürekliliğini sağlamak için bazı Avrupa ölçütlerinin kullanımını göstermek amaçlanmıştır. Bu nedenle, çerçeve program ile uyum gösteren Avrupa Dil Becerileri Ölçme ve Değerlendirme Derneği EALTA, 2006 , Avrupa Dil Sınav Sunucuları Birliği ALTE, 1994 , Uluslararası Dil Ölçme Birliği ILTA, 2007 ve Eğitsel Değerlendirme Derneği- Avrupa AEA- Europe, 2012 ’nın belirlediği ölçütler detaylıca irdelenmiştir. Bu bağlamda, Avrupa Dil Becerileri Ölçme ve Değerlendirme Derneği’nin yabancı dilde ölçme ve değerlendirme ana esasları, Avrupa Dil Sınav Sunucuları Birliği’nin uygulama ilkeleri, Uluslararası Dil Ölçme Birliği’nin uygulama kılavuzu ve Eğitsel Değerlendirme Derneği- Avrupa’nın çerçeve ölçütleri tematik analize alınarak, yabancı dil testlerinde kalitenin sağlanması için gerekli olan ana ilkeler belirlenmiştir. Buna göre, Avrupa ölçütlerine göre belirlenen bu ana ilkelerin sınav yapısı, sınav üretimi, idare ve lojistik, puanlama ve derecelendirme, sınav analizi, ilgili taraflar arası iletişim ve madde yazımı etrafında döndüğü saptanmıştır. Ayrıca, her bir ilkeye ait birleştirici alt unsurlar belirlenmiş ve detaylıca açıklanmıştır. İlgili olarak, yabancı dilde ölçme ve değerlendirme çalışmalarında kalitenin ve başarılı uygulamaların sürdürülebilirliğinin sağlanmasında ilgili Avrupa ölçütlerinin kullanımı ve yaygınlaşması için bazı tatbiki tavsiyelerde de bulunulmuştur. Tüm bunların temelinde, bu çalışmada, Türkiye’de yabancı dil olarak İngilizce öğretiminde benimsenen ölçme ve değerlendirme uygulamalarının belirlenen Avrupa ölçütleri kapsamında gelişimi tartışılmış, bundan sonraki çalışmalara da bir ışık tutması öngörülmüştür

Kaynakça

  • Alderson, J. C. (2007), The CEFR and the need for more research. The Modern Language Journal (MLJ), 91(4), 659- 663.
  • Association for Educational Assessment in Europe (AEA- Europe). (2012). European Framework of Standards for Educational Assessment (Version 1.0). Rome: Edizioni Nuova Cultura.
  • Association of Language Testers in Europe (ALTE). (1994). Code of Practice. Retrieved from https://www.alte.org/resources/Documents/code_practice_en.pdf
  • Association of Language Testers in Europe (ALTE). (2007). Minimum Standards. Retrieved from https://www.alte.org/resources/Documents/minimum_standards_en.pdf
  • Association of Language Testers in Europe (ALTE). (2012). Constitution for the Association of Language Testers in Europe. Retrieved from http://www.alte.org/docs/constitution-2012.pdf
  • Cephe, P. T. & Toprak, T. E. (2014). The Common European Framework of Reference for Languages: Insights for language testing. International Online Journal of Education and Teaching (IOJET), 10(1), 79-88.
  • Council of Europe (CoE). (1996). Users’ Guide for Examiners. Strasbourg: Language Policy Division.
  • Council of Europe (CoE). (2000). Resolution on the European Language Portfolio. Retrieved from http://culture.coe.int/portfolio
  • Council of Europe (CoE). (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press: Cambridge.
  • Council of Europe (CoE). (2009). Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR): A Manual, Strasbourg: Language Policy Division.
  • Council of Europe (CoE). (2011). Manual for Language Test Development and Examining: For Use with the CEFR. Strasbourg: Language Policy Division.
  • European Association for Language Testing and Assessment (EALTA). (2006). EALTA Guidelines for Good Practice in Language http://www.ealta.eu.org/documents/archive/guidelines/English.pdf and Assessment. Retrieved from
  • Finch A. E. (2009). Europass and the CEFR: Implications for language teaching in Korea. English Language and Literature Teaching, 15(2), 1-23.
  • Hubley, A. M. & Zumbo, B. D. (2011). Validity and the consequences of test interpretation and use. Social Indicators Research, 103(2), 219-230.
  • Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25, 385-402.
  • International Language Testing Association (ILTA). (2000).
  • Code of Ethics. Retrieved from
  • http://c.ymcdn.com/sites/www.iltaonline.com/resource/resmgr/docs/ilta_code_english.pdf
  • International Language Testing Association (ILTA). (2007). Guidelines for practice in English. Retrieved from http://c.ymcdn.com/sites/iltaonline.siteym.com/resource/resmgr/docs/ilta_guidelines.pdf
  • Jones, N. (2007). Assessment and the national languages strategy. Cambridge Journal of Education, 37, 17-33.
  • Kavaklı, N. & Arslan, S. (2017). Applying EALTA guidelines as baseline for the foreign language proficiency test in Turkey: The case of YDS. International Journal of Curriculum and Instruction (IJCI), 9(1), 104-118.
  • Kavaklı, N. (2018). CEFR oriented testing and assessment practices in non-formal English language schools in Turkey. (Unpublished doctoral dissertation). Hacettepe University: Ankara.
  • Malone, M. E. (2017). Training in language assessment. In E. Shohamy, L. G. Or & S. May (Eds.), Language testing and assessment. Encyclopedia of Language and Education (3rd Ed.). Cham: Springer, 225-239.
  • Mirici, İ.H. & Kavaklı, N. (2017). Teaching the CEFR-oriented practices effectively in the MA program of an ELT department in Turkey. International Online Journal of Education and Teaching (IOJET), 4(1), 74-85.
  • North B., Martyniuk, W. & Panthier, J. (2010). Introduction: The manual for relating language examinations to the Common European Framework of Reference for Languages in the context of the Council of Europe’s work on language education. In M. Martyniuk (Ed.), Aligning tests with the CEFR: Reflections on using the Council of Europe’s draft manual (Cambridge: Cambridge University Press, 1–17.
  • Saville, N. (2005). An interview with John Trim at 80. Language Assessment Quarterly, 2(4), 263-288.
  • Trim, J. L. M. (2005). The role of the Common European Framework of Reference for Languages in teacher training. Retrieved https://www.ecml.at/Portals/1/resources/John%20Trim%20collection/trim_CECR_20050916.pdf from
  • Valax, P. (2011). The Common European Framework of Reference for Languages: A critical analysis of its impact on a sample of teachers and curricula within and beyond Europe (Unpublished doctoral thesis). University of Waikato: Hamilton.
  • Van Nijlen, D. & Janssen, R. (2014). Measuring 21st century skills through national assessments: The case of information processing skills. AEA- Europe Tallinn Conference: Assessment of students in a 21st century world. Tallinn, Estonia. Retrieved from https://lirias.kuleuven.be/handle/123456789/471002

Dissemination and Exploitation of the European Benchmarks for Enabling Quality Assurance in Foreign Language Testing and Assessment

Yıl 2018, Cilt: 6 Sayı: 2, 202 - 212, 25.12.2018

Öz

The descriptors labelled by the Common European Framework of Reference for Languages: Learning, Teaching and Assessment was announced to be used across Europe together with the European Language Portfolio as a self-assessment tool CoE, 2000 . As one of the members of the Council of Europe, Turkey has been using the Common European Framework of Reference descriptors along with the European Language Portfolio to provide a basis for learning, teaching, testing and assessment. The current study aims to frame some European guidelines in order to maintain good practice in language testing and assessment practices. Therefore, the European guidelines set by the European Association for Language Testing and Assessment, the Association of Language Testers in Europe, International Language Testing Association, and the Association for Educational Assessment- Europe, all of which comply with the CEFR CoE, 2001 are elaborated in detail. In this vein, the benchmarks for goodness in language testing and assessment by the European Association for Language Testing and Assessment EALTA, 2006 , the code of practice by the Association of Language Testers in Europe ALTE, 1994 , the guidelines for practice by the International Language Testing Association ILTA, 2007 , and the European framework of standards for educational assessment by the AEA- Europe AEA- Europe, 2012 are taken into thematic analysis to define the core tenets of how quality profiles for language tests are labelled. Accordingly, it is yielded that the European guidelines embrace the core tenets of test construction, test analysis, administration and logistics, test production, communication with stakeholders, marking and grading, and item writing. Besides, connectives as the integrative elements of each tenet are also probed into. Correlatively, some practical recommendations to pursue quality assurance in language testing and assessment practices through the dissemination and exploitation of these European standards are listed, as well

Kaynakça

  • Alderson, J. C. (2007), The CEFR and the need for more research. The Modern Language Journal (MLJ), 91(4), 659- 663.
  • Association for Educational Assessment in Europe (AEA- Europe). (2012). European Framework of Standards for Educational Assessment (Version 1.0). Rome: Edizioni Nuova Cultura.
  • Association of Language Testers in Europe (ALTE). (1994). Code of Practice. Retrieved from https://www.alte.org/resources/Documents/code_practice_en.pdf
  • Association of Language Testers in Europe (ALTE). (2007). Minimum Standards. Retrieved from https://www.alte.org/resources/Documents/minimum_standards_en.pdf
  • Association of Language Testers in Europe (ALTE). (2012). Constitution for the Association of Language Testers in Europe. Retrieved from http://www.alte.org/docs/constitution-2012.pdf
  • Cephe, P. T. & Toprak, T. E. (2014). The Common European Framework of Reference for Languages: Insights for language testing. International Online Journal of Education and Teaching (IOJET), 10(1), 79-88.
  • Council of Europe (CoE). (1996). Users’ Guide for Examiners. Strasbourg: Language Policy Division.
  • Council of Europe (CoE). (2000). Resolution on the European Language Portfolio. Retrieved from http://culture.coe.int/portfolio
  • Council of Europe (CoE). (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press: Cambridge.
  • Council of Europe (CoE). (2009). Relating Language Examinations to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR): A Manual, Strasbourg: Language Policy Division.
  • Council of Europe (CoE). (2011). Manual for Language Test Development and Examining: For Use with the CEFR. Strasbourg: Language Policy Division.
  • European Association for Language Testing and Assessment (EALTA). (2006). EALTA Guidelines for Good Practice in Language http://www.ealta.eu.org/documents/archive/guidelines/English.pdf and Assessment. Retrieved from
  • Finch A. E. (2009). Europass and the CEFR: Implications for language teaching in Korea. English Language and Literature Teaching, 15(2), 1-23.
  • Hubley, A. M. & Zumbo, B. D. (2011). Validity and the consequences of test interpretation and use. Social Indicators Research, 103(2), 219-230.
  • Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25, 385-402.
  • International Language Testing Association (ILTA). (2000).
  • Code of Ethics. Retrieved from
  • http://c.ymcdn.com/sites/www.iltaonline.com/resource/resmgr/docs/ilta_code_english.pdf
  • International Language Testing Association (ILTA). (2007). Guidelines for practice in English. Retrieved from http://c.ymcdn.com/sites/iltaonline.siteym.com/resource/resmgr/docs/ilta_guidelines.pdf
  • Jones, N. (2007). Assessment and the national languages strategy. Cambridge Journal of Education, 37, 17-33.
  • Kavaklı, N. & Arslan, S. (2017). Applying EALTA guidelines as baseline for the foreign language proficiency test in Turkey: The case of YDS. International Journal of Curriculum and Instruction (IJCI), 9(1), 104-118.
  • Kavaklı, N. (2018). CEFR oriented testing and assessment practices in non-formal English language schools in Turkey. (Unpublished doctoral dissertation). Hacettepe University: Ankara.
  • Malone, M. E. (2017). Training in language assessment. In E. Shohamy, L. G. Or & S. May (Eds.), Language testing and assessment. Encyclopedia of Language and Education (3rd Ed.). Cham: Springer, 225-239.
  • Mirici, İ.H. & Kavaklı, N. (2017). Teaching the CEFR-oriented practices effectively in the MA program of an ELT department in Turkey. International Online Journal of Education and Teaching (IOJET), 4(1), 74-85.
  • North B., Martyniuk, W. & Panthier, J. (2010). Introduction: The manual for relating language examinations to the Common European Framework of Reference for Languages in the context of the Council of Europe’s work on language education. In M. Martyniuk (Ed.), Aligning tests with the CEFR: Reflections on using the Council of Europe’s draft manual (Cambridge: Cambridge University Press, 1–17.
  • Saville, N. (2005). An interview with John Trim at 80. Language Assessment Quarterly, 2(4), 263-288.
  • Trim, J. L. M. (2005). The role of the Common European Framework of Reference for Languages in teacher training. Retrieved https://www.ecml.at/Portals/1/resources/John%20Trim%20collection/trim_CECR_20050916.pdf from
  • Valax, P. (2011). The Common European Framework of Reference for Languages: A critical analysis of its impact on a sample of teachers and curricula within and beyond Europe (Unpublished doctoral thesis). University of Waikato: Hamilton.
  • Van Nijlen, D. & Janssen, R. (2014). Measuring 21st century skills through national assessments: The case of information processing skills. AEA- Europe Tallinn Conference: Assessment of students in a 21st century world. Tallinn, Estonia. Retrieved from https://lirias.kuleuven.be/handle/123456789/471002
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Nurdan Kavaklı Bu kişi benim

Sezen Arslan Bu kişi benim

Yayımlanma Tarihi 25 Aralık 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 6 Sayı: 2

Kaynak Göster

APA Kavaklı, N., & Arslan, S. (2018). Dissemination and Exploitation of the European Benchmarks for Enabling Quality Assurance in Foreign Language Testing and Assessment. Karaelmas Eğitim Bilimleri Dergisi, 6(2), 202-212.