İngilizce öğretmenliği adaylarının gözünden İngilizce ölçme ve değerlendirme dersi

Yıl 2020, Sayı: 19, 581 - 596, 21.06.2020

Dilek Büyükahıska

https://doi.org/10.29000/rumelide.752539

Öz

Araştırmacılar, yabancı dil öğretim ortamındaki hızlı ve sürekli değişikliklerin dil öğretmeni eğitimi programına yeni talepler getirdiği fikrini ortaya koymaktadırlar. Bu nedenle, son tartışmalar ölçme ve değerlendirme gibi temel konulara odaklanmış ve yükseköğretim düzeyindeki çok sayıda çalışma ile araştırılmıştır. Nitekim bu çalışma İngilizce öğretmen adaylarının İngilizce ölçme ve değerlendirme algılarını ortaya koymayı, daha iyi değerlendirme için beklentilerine değinmeyi, onların ihtiyaçlarını incelemeyi amaçlamaktadır. Çalışmaya Ondokuz Mayıs Üniversitesi, İngilizce öğretmenliği programında öğrenim görmekte olan 39 son sınıf öğrencisi katılmıştır. Araştırma, nitel bir araştırma tasarımı benimsemiştir. Veriler yarı yapılandırılmış görüşmeler yoluyla toplanmış ve seçici kodlama kullanılarak analiz edilmiştir. Elde edilen bulgular, öğretmen adaylarının İngilizce öğretiminde ölçme konusunda büyük bir eğitim gereksinimi algıladıklarını ve İngilizce ölçme ve değerlendirme sürecine ilişkin derin içgörülerinin olmadığını göstermiştir. Dikkat çeken bir diğer bulgu, katılımcıların çoğunluğu İngilizce ölçme ve değerlendirme dersinin mezun olmadan hemen önce verilmesi gerektiği konusunda hemfikirdir. Ayrıca, hemen hemen tüm öğretmen adayları bu dersin gelecekteki kariyerleri açısından katkısına dikkat çekmişler ve derste öğretilmesini istedikleri üç konuyu listeleyerek ders içeriği hakkında önerilerde bulunmuşlardır. Son olarak, Türkiye'deki yükseköğretim ortamında hizmet öncesi öğretmen eğitimi programları için İngilizce ölçme ve değerlendirme dersine yönelik öneriler sunulmuştur.

Anahtar Kelimeler

Ölçme, değerlendirme, yabancı dil

English language testing and evaluation course through the lens of EFL student teachers

Öz

Researchers have promulgated the idea that the rapid and continuous changes in foreign language teaching environment put new demands on language teacher education programs. Accordingly, recent debates have centered on fundamental issues: testing, evaluation and assessment and have been investigated by a burgeoning number of studies at tertiary level. Thus, the current study aimed at revealing EFL student teachers’ perceptions of assessment and evaluation, touching upon their expectations for better assessment, and scrutinizing their needs of assessment. A total of 39 senior students in Ondokuz Mayıs University at the English Language Teaching (ELT) program participated in the study. The research adopted a qualitative research design. Data were gathered through semi-structured interviews, and analyzed using selective coding. The findings indicated that student teachers perceived a great need of training in English language assessment, and lack of deep insights into testing and evaluation process. Another noteworthy finding was the majority of the participants agree that “English Language Testing and Evaluation” (henceforth ELTE) course should be offered just before graduation in language education program. Further, it was ascertained that almost all student teachers remarked the contribution of ELTE course for their own future careers and they put suggestions about the content of the course by listing three topics to be taught in the ELTE course. Lastly, the study offered suggestions for pre-service language teacher education programs on English language assessment and evaluation in Turkish higher education setting.

Anahtar Kelimeler

Testing, evaluation, foreign language

Kaynakça

• Bailey, K. M., & Brown, J. D. (1996). Language testing courses: What are they? In A. Cumming & R. Berwick (Eds.), Validation in language testing (pp. 236– 256). Clevedon, UK: Multilingual Matters.
• Ball, D. L., & McDiarmid, G. W. (1989). The subject matter preparation of teachers. National Center for Research on Teacher Education, East Lansing, Mich
• Brindley, G. (2001). Assessment. In R.Carter & D. Nunan (Eds.), The Cambridge Guide to teaching English to speakers of other languages (pp. 137-143). Cambridge: Cambridge University Press.
• Brown, H. D. (2004). Language assessment: Principles and classroom practices. New York: Pearson/Longman.
• Brown, J. D., & Bailey, K. M. & (2008). Language testing courses: What are they in 2007? Language Testing, 25(3), 349-383.
• Cochran-Smith, M., & Lytle, S.L.(1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1): 249-305.
• Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative sociology, 13(1), 3-21.
• Davies, A. (1990). Principles of language testing. Cambridge, MA: Basil Blackwell.
• Deluca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice,17(4), 419-438.
• Fard, Z. R., & Tabatabaei, O. (2018). Investigating assessment literacy of EFL teachers in Iran. Journal of Applied Linguistics and Language Research, 5(3), 91-100.
• Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on Teaching. Review of Research in Education, 20(1), 3–56.
• Fulcher, G. (2012). Assessment literacy for the language classroom. Language Assessment Quarterly, 9(2), 113–132.
• Glaser, B. G., & Strauss, A. (1967). The discovery grounded theory: strategies for qualitative inquiry. Aldin, Chicago.
• Harris, M., & McCann, P. (1994). Assessment. Oxford: Heinemann
• Hasselgreen, A., Carlsen, C., & Helness, H. (2004). European survey of language testing and assessment needs. Part one: General findings. Retrieved from http://www.ealta.eu.org/resources.htm
• Hatipoglu, C. (2010). Summative evaluation of an English language testing and evaluation course for future English language teachers in Turkey. English Language Teacher Education and Development (ELTED) Journal, 13, 40-51.
• Hatipoglu, C. (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.
• Heaton, J. (1988). Writing English language tests. New York, USA: Longman Publishing.
• Inbar-Lourie, O. (2008). Constructing a language assessment knowledge base: A focus on language assessment courses. Language Testing, 25, 328–402.
• Inbar-Lourie, O. (2013a). Guest editorial to the special issue on language assessment literacy. Language Testing, 30(3), 301–307.
• Inbar-Lourie, O. (2013b). Language assessment literacy. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 2923–2931). Oxford: Blackwell.
• Iseni, A. (2011). Assessment, testing and correcting students' errors and mistakes. Language Testing in Asia, 1(3), 60-90.
• Jannati, S. (2015). ELT teachers’ language assessment literacy: Perceptions and practices. The International Journal of Research in Teacher Education, 6(2), 26-37.
• Jeong, H. (2013). Defining assessment literacy: Is it different for language testers and non-language testers? Language Testing, 30(3), 345-362.
• Jin, Y. (2010). The place of language testing and assessment in the professional preparation of foreign language teachers in China. Language Testing, 27(4), 555-584.
• Kırkgöz, Y., Babanoğlu, M. & Ağçam, P. R. (2017). Turkish EFL teachers’ perceptions and practices of foreign language assessment in primary education. Journal of Education and e-Learning Research, 4(4), 163-170.
• Kleinsasser, R.C. (2005). Transforming a postgraduate level assessment course: A second language teacher educator’s narrative. Prospect, 20, 77–102.
• Kunnan, A. J. (2004). Test fairness. In M. Milanovic and C. Weir (Eds.), European language testing in a global context (pp. 27–48). Cambridge: Cambridge University Press
• Lam, R. (2015). Language assessment training in Hong Kong: Implications for language assessment literacy. Language Testing, 32(2), 169-197.
• Lee, I. (2010). Writing teacher education and teacher learning: Testimonies of four EFL teachers. Journal of Second Language Writing, 19(3), 143–157.
• López, A. A., & Bernal, R. (2009). Language testing in Colombia: A call for more teacher education and teacher training in language assessment. Profile Issues in Teachers’ Professional Development, 11(2), 55–70.
• Lynch B. K. (2001). Rethinking assessment from a critical perspective. Language Testing, 18(4): 351–372.
• Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
• Malone, M. E. (2013). The essentials of assessment literacy: Contrasts between testers and users. Language Testing, 30(3), 329-344.
• McMillan, J. H. (2000). Fundamental assessment principles for teachers and school administrators. Practical Assessment, Research & Evaluation, 7(8).
• Mede, E., & Atay, D. (2017). English language teachers’ assessment literacy: The Turkish context. Dil Dergisi, 168 (1), 1-5.
• Mertler, C. A. (1999). Assessing student performance: A descriptive study of the classroom assessment practices of Ohio teachers. Education, 120, 285– 296.
• Mertler, C. A. (2009). Teachers’ assessment knowledge and their perceptions of the impact of classroom assessment professional development. Improving Schools, 12(2), 101–113.
• Mertler, C. A., & Campbell, C. (2005). Measuring teachers' knowledge & application of classroom assessment concepts: Development of the "Assessment Literacy Inventory". Online Submission.
• Minister of Education-MEB (2017). Ministry of National Education Republic of Turkey. General Competencies for Teaching Profession. Directorate General for Teacher Training and Development, Ankara.
• Mohammadi, E., Kiany, G.R., Samar, R. G., & Akbari, R. (2015). Appraising pre-service EFL teachers' assessment in language testing course using revised Bloom's taxonomy. International Journal of Applied Linguistics & English Literature, 4(4), 8-18.
• Morrow, C. K. (2018). Communicative language testing. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (pp. 342–350). United States, NJ: Wiley
• O’Loughlin, K. (2006). Learning about second language assessment: Insights from a postgraduate student on-line subject forum. University of Sydney Papers in TESOL, 1, 71-85.
• O’Loughlin, K. (2013). Developing the assessment literacy of university proficiency test users. Language Testing, 30(3), 363–380.
• Ölmezer-Öztürk, E., & Aydın, B. (2018). Investigating language assessment knowledge of EFL teachers. Hacettepe University Journal of Education. Advance online publication.
• Ölmezer-Öztürk, E., & Aydın, B. (2019). Voices of EFL teachers as assessors: Their opinions and needs regarding language assessment. Journal of Qualitative Research in Education, 7(1), 373-390.
• Öz, S. & Atay, D. (2017). Turkish EFL instructors’ in-class language assessment literacy: perceptions and practices. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 6(1), 25-44
• Özdemir-Yılmazer, M., & Özkan, Y. (2017). Classroom assessment practices of English language instructor. Journal of Language and Linguistic Studies, 13(2), 324-345.
• Plake, B. S. (1993). Teacher assessment literacy: Teachers' competencies in the educational assessment of students. Mid-Western Educational Researcher, 6(1), 21-27.
• Plake, B. S., & Impara, J. C. (1997). Teacher assessment literacy: What do teachers know about assessment?. In G. D. Phye (Ed.), Handbook of classroom assessment: Learning adjustment, and achievement (pp.53-58). San Diego: Academic Press, Inc.
• Popham, W. J. (2010). Everything school leaders need to know about assessment. Thousand Oaks: Corwin Press.
• Punch, K. F. (1998). Introduction to social research: Quantitative and qualitative approaches (1st ed.). London, Thousand Oaks California, New Delhi: SAGE Publications
• Reynolds, M. C. (1989). Knowledge base for the beginning teacher. New York, NY: Pergamon Press.
• Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
• Sarıyıldız, G. (2018). A study into language assessment literacy of preservice English as a foreign language teachers in Turkish context (Unpublished master thesis). Hacettepe Üniversitesi Eğitim Bilimleri Enstitiüsü, Ankara
• Scarino, A. (2013). Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning. Language Testing, 30(3), 309-327.
• Schmitt, N. (2002). An introduction to applied linguistics. New York: Oxford University Press.
• Shohamy, E. (2005). The power of tests over teachers: The power of teachers over tests. In D. J. Tedick (Ed.), Second language teacher education (pp. 101-111). Mahwah, NJ and London: Lawrence Erlbaum.
• Siegel, M.A., & Wissehr, C. (2011). Preparing for the plunge: Preservice teachers’ assessment literacy. Journal of Science Teacher Education, 22(1), 371–391.
• Stiggins, R. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-65.
• Tavassoli, K., & Farhady, H. (2018). Assessment knowledge needs of EFL teachers. Teaching English Language, 12(2), 45-65.
• Taylor, L. (2009). Developing assessment literacy. Annual Review of Applied Linguistics, 29, 21–36.
• Thomas, J., Allman, C., & Beech, M. (2004). Assessment for the diverse classroom: A handbook for teachers. Tallahassee, FL: Florida Department of Education, Bureau of Exceptional Education and Student Services. Retrieved from http://www.fldoe.org/ese/pdf/assess diverse.pdf
• Torrance, H., & Pryor, J. (2001). Developing formative assessment in the classroom: Using action research to explore and modify theory. British Educational Research Journal, 27(5), 615-631.
• 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), 41-64.
• Uzun, L. (2016). Evaluation of the latest English language teacher training programme in Turkey: Teacher trainees’ perspective. Cogent Education, 3, 1-16.
• Vogt, K., & Tsagari, D. (2014) Assessment literacy of foreign language teachers: Findings of a European study. Language Assessment Quarterly, 11(4), 374-402.
• Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3-14.
• Yastıbaş, A. E. & Takkaç, M. (2018). Understanding the development of language assessment literacy. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(15), 89-106.
• Zhang, Z. & Burry-Stock, J. A. (2003). Classroom assessment practices and teachers’ self-perceived assessment skills. Applied Measurement in Education, 16(4), 323–342.