Araştırma Makalesi
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LEARNER PERCEPTIONS OF ASSESSMENT IN EFL CLASSES AT TURKISH SCIENCE AND ARTS CENTERS

Yıl 2019, Sayı: 51, 181 - 215, 27.07.2019

Öz

The current study aims to investigate
students’ perceptions of assessment in English as a
Foreign Language (EFL) classroom in a Turkish
Science and Arts Centers (BILSEM) context. This
study will be original in its field and undertake a
pioneering role for illuminating further research
focusing on assessing Gifted English language
learners in EFL classrooms at BILSEM. In this
study, the data were obtained from 75 English
language learners at BILSEM in Burdur and Isparta.
To collect the data, Students’ Conceptions of
Assessment Scale (SCoA-VI) was used. Also, to
gather students’ opinions on classroom assessment,
interviews were held with the students studying at
Burdur and Isparta BILSEM. The results of the
study indicated that the students prefer to be
assessed by means of Student Written Work
assessment practice. Moreover, most students think
that classroom assessments measure their higher
order cognitive skills, such as analyzing and
thinking critically.

Kaynakça

  • Ayas, N. (2014). An investigation of teachers’ conception and practices concerning assessment in English for young learners classroom. Unpublished master’s thesis, University of Çağ, Mersin, Turkey.
  • Bazemore, J. A. (2012). Improving classroom assessment practices in secondary English: Students' perceptions and their teachers' reflections. Unpublished doctoral thesis, University of Mercer, Macon, GA.
  • Brown, G. T. L. & Harris, L. (2012). Student conceptions of assessment by level of schooling: Further evidence for ecological rationality in belief systems. Australian Journal of Educational & Developmental Psychology, 12, 46-59.
  • Brown, G. T. L. (2011). Self-regulation of assessment beliefs and attitudes: A review of the Students’ Conceptions of Assessment inventory. Educational Psychology, 31(6), 731–748.
  • Brown, G. T. L., Irving, S. E., Peterson, E. R., & Hirschfeld, G. H. F. (2009). Use of interactive informal assessment practices: New Zealand secondary students' conceptions of assessment. Learning and Instruction, 19(2), 97-111.
  • Brown, G. T. L. & Hirschfeld, G. H. F. (2008). Students’ conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy & Practice, 15(1), 3-17.
  • Brown, G. T. L. (2007). Teachers’ conceptions of assessment: comparing measurement models for primary & secondary teachers in New Zealand. Paper presented to the New Zealand Association for Research in Education (NZARE) annual conference, Christchurch, NZ.
  • Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32. 653-675.
  • Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The Learning Strategies Handbook. White Plains, NY: Addison Wesley Longman.
  • Coombe, C., Folse, K., & Hubley, N. (2007). A practical guide to assessing English language learners. The University of Michigan: The University of Michigan Press.
  • Easterly, S. K. (2001). The state of elementary gifted and talented education in the state of Texas. Unpublished doctoral thesis, University of Sam Houston State, Texas, U.S.
  • Göçtü, R. (2013). Comparison of traditional and alternative assessment in English Language Teaching in high schools (Georgian case). Unpublished doctoral thesis, University of International Black Sea, Tbilisi, Georgia.
  • Faulkner, H. (2003). Predicting gifted foreign language learning and performance. Unpublished doctoral thesis, University of Nottingham, Nottingham, England.
  • Lambert, M. (2012). A beginner’s guide to doing your education research project. Chennai, India: Sage.
  • Libman, Z. (2010). Alternative assessment in higher education: An experience in descriptive statistics. Studies in Educational Evaluation, 36(1), 62–68.
  • Luyegu, E. A. (2009). Students' perceptions of assessment and the electronic portfolio project in the college of education. Unpublished doctoral thesis, University of South Alabama, Alabama, The USA.
  • McMillan, J. H. (2000). Fundamental assessment principles for teachers and school administrators. Practical Assessment, Research and Evaluation, 7(8), 1-5.
  • Nasri, N., Roslan, S. N., Sekuan, M. I., Bakar, K. A., & Puteh, S. N. (2010). Teachers’ Perception on Alternative Assessment. Procedia Social and Behavioral Sciences, 7(C), 37–42.
  • O’Farrell, C. (2009). Enhancing Student Learning Through Assessment: A Toolkit Approach, Dublin Institute of Technology, Retrieved November 13, 2016, from http://www.dit.ie/lttc/media/ditlttc/documents/assessment_toolkitv_07_04_2008.pdf
  • Örsdemir, E. (2010). Alternative assessment in Turkish primary EFL classrooms: An investigation into the performance tasks. Unpublished master’s thesis, University of Çukurova, Adana, Turkey.
  • Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted Child Quarterly, 56(3), 150-159.
  • Reyes, A. L. (2004). The role of teachers in the identification of gifted and talented English language learners. Unpublished master’s thesis, University of Houston Clear Lake, Texas, U.S.
  • Wiliam, D. (2006, July). Does assessment hinder learning? Paper presented at ETS Invitational Seminar at the Institute of Civil Engineers, London, UK.
  • Zaimoğlu, S. (2013). Teachers’ and students’ conceptions of assessment in a university EFL preparatory school context. Unpublished master’s thesis, University of Çağ, Mersin, Turkey.

BİLİM VE SANAT MERKEZLERİNDEKİ ÖĞRENCİLERİN YABANCI DİLDE DEĞERLENDİRMEYE YÖNELİK ALGILARI

Yıl 2019, Sayı: 51, 181 - 215, 27.07.2019

Öz

Bu çalışma, Türk Bilim ve Sanat Merkezi (BILSEM) öğrencilerinin İngilizce dersinde yönelik değerlendirme algılarını incelemeyi amaçlamaktadır. Kendi alanında özgün olan bu çalışma, BILSEM'deki yabancı dil sınıflarındaki üstün yetenekli öğrencilerini değerlendirmeye odaklanan daha fazla araştırmaya yol gösteren bir rol üstlenecektir. Bu çalışma kapsamında, Burdur ve Isparta'da bulunan BILSEM'de öğrenim gören 75 öğrenciden veriler elde edilmiştir. Verileri toplama aracı olarak Öğrencilerin Değerlendirme Kavramları Ölçeği (SCoA-VI) kullanılmıştır. Ayrıca öğrencilerin sınıf değerlendirme hakkındaki görüşlerini almak için Burdur ve Isparta BİLSEM'de okuyan öğrencilerle görüşmeler yapılmıştır. Çalışma sonuçları, öğrencilerin Öğrenci Yazılı
Çalışma değerlendirme uygulaması ile değerlendirilmeyi tercih ettiklerini göstermiştir. Bunun ile birlikte, çoğu öğrenci sınıf değerlendirmelerinin eleştirel analiz ve eleştirel düşünme gibi üst düzey bilişsel becerilerini ölçtüğünü düşünmekte olduğu ortaya konmuştur.

Kaynakça

  • Ayas, N. (2014). An investigation of teachers’ conception and practices concerning assessment in English for young learners classroom. Unpublished master’s thesis, University of Çağ, Mersin, Turkey.
  • Bazemore, J. A. (2012). Improving classroom assessment practices in secondary English: Students' perceptions and their teachers' reflections. Unpublished doctoral thesis, University of Mercer, Macon, GA.
  • Brown, G. T. L. & Harris, L. (2012). Student conceptions of assessment by level of schooling: Further evidence for ecological rationality in belief systems. Australian Journal of Educational & Developmental Psychology, 12, 46-59.
  • Brown, G. T. L. (2011). Self-regulation of assessment beliefs and attitudes: A review of the Students’ Conceptions of Assessment inventory. Educational Psychology, 31(6), 731–748.
  • Brown, G. T. L., Irving, S. E., Peterson, E. R., & Hirschfeld, G. H. F. (2009). Use of interactive informal assessment practices: New Zealand secondary students' conceptions of assessment. Learning and Instruction, 19(2), 97-111.
  • Brown, G. T. L. & Hirschfeld, G. H. F. (2008). Students’ conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy & Practice, 15(1), 3-17.
  • Brown, G. T. L. (2007). Teachers’ conceptions of assessment: comparing measurement models for primary & secondary teachers in New Zealand. Paper presented to the New Zealand Association for Research in Education (NZARE) annual conference, Christchurch, NZ.
  • Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32. 653-675.
  • Chamot, A. U., Barnhardt, S., El-Dinary, P. B., & Robbins, J. (1999). The Learning Strategies Handbook. White Plains, NY: Addison Wesley Longman.
  • Coombe, C., Folse, K., & Hubley, N. (2007). A practical guide to assessing English language learners. The University of Michigan: The University of Michigan Press.
  • Easterly, S. K. (2001). The state of elementary gifted and talented education in the state of Texas. Unpublished doctoral thesis, University of Sam Houston State, Texas, U.S.
  • Göçtü, R. (2013). Comparison of traditional and alternative assessment in English Language Teaching in high schools (Georgian case). Unpublished doctoral thesis, University of International Black Sea, Tbilisi, Georgia.
  • Faulkner, H. (2003). Predicting gifted foreign language learning and performance. Unpublished doctoral thesis, University of Nottingham, Nottingham, England.
  • Lambert, M. (2012). A beginner’s guide to doing your education research project. Chennai, India: Sage.
  • Libman, Z. (2010). Alternative assessment in higher education: An experience in descriptive statistics. Studies in Educational Evaluation, 36(1), 62–68.
  • Luyegu, E. A. (2009). Students' perceptions of assessment and the electronic portfolio project in the college of education. Unpublished doctoral thesis, University of South Alabama, Alabama, The USA.
  • McMillan, J. H. (2000). Fundamental assessment principles for teachers and school administrators. Practical Assessment, Research and Evaluation, 7(8), 1-5.
  • Nasri, N., Roslan, S. N., Sekuan, M. I., Bakar, K. A., & Puteh, S. N. (2010). Teachers’ Perception on Alternative Assessment. Procedia Social and Behavioral Sciences, 7(C), 37–42.
  • O’Farrell, C. (2009). Enhancing Student Learning Through Assessment: A Toolkit Approach, Dublin Institute of Technology, Retrieved November 13, 2016, from http://www.dit.ie/lttc/media/ditlttc/documents/assessment_toolkitv_07_04_2008.pdf
  • Örsdemir, E. (2010). Alternative assessment in Turkish primary EFL classrooms: An investigation into the performance tasks. Unpublished master’s thesis, University of Çukurova, Adana, Turkey.
  • Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted Child Quarterly, 56(3), 150-159.
  • Reyes, A. L. (2004). The role of teachers in the identification of gifted and talented English language learners. Unpublished master’s thesis, University of Houston Clear Lake, Texas, U.S.
  • Wiliam, D. (2006, July). Does assessment hinder learning? Paper presented at ETS Invitational Seminar at the Institute of Civil Engineers, London, UK.
  • Zaimoğlu, S. (2013). Teachers’ and students’ conceptions of assessment in a university EFL preparatory school context. Unpublished master’s thesis, University of Çağ, Mersin, Turkey.
Toplam 24 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Hüseyin Ateş

Kağan Büyükkarcı

Yayımlanma Tarihi 27 Temmuz 2019
Gönderilme Tarihi 9 Nisan 2019
Yayımlandığı Sayı Yıl 2019 Sayı: 51

Kaynak Göster

APA Ateş, H., & Büyükkarcı, K. (2019). LEARNER PERCEPTIONS OF ASSESSMENT IN EFL CLASSES AT TURKISH SCIENCE AND ARTS CENTERS. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(51), 181-215.