Eğitsel Değerlendirmeyi Tanımlamada Avrupa Standartlarının Kullanımı: Öğretmen-Ölçen Yordamı ve Yönetici Kontrolü

Yıl 2018, , 171 - 190, 24.12.2018

Nurdan Kavaklı , İsmail Hakkı Mirici

https://doi.org/10.21497/sefad.515260

Öz

Bu çalışma, yaygın eğitim veren İngilizce kurslarının ölçme ve
değerlendirme uygulamalarında Avrupa ölçütleri kullanımını irdelemeyi
amaçlamaktadır. Karma yönteme dayalı olan bu çalışmada, nicel veri Türkiye’de
en yüksek katılımcı kapasitesine, belli bir kaliteye ve sayıca en fazla şubeye
sahip İngilizce kurslarında aynı zamanda sınav hazırlayıcı olarak çalışan
İngilizce öğretmenlerinden toplanmıştır. Öte yandan, nitel veri ise aynı
kurumlardaki yöneticilerden toplanmıştır. Nicel veri ile öğretmen-ölçen yordamına
ulaşmak hedeflenmiş, nitel veri ile de yönetici kontrolünün sürece etkisi
dikkate alınmıştır. Buna göre, çalışmanın sonuçları göstermiştir ki (1)
kullanılan ölçme yöntemleri halihazırdaki eğitim sistemi hakkında geribildirim
sağlamaktadır; (2) müfredatın tamamının ve eğitim sisteminin değerlendirilmesi
bir noktaya kadar dikkate alınmaktadır; (3) ölçme sürecinde bireyin iyiliği
için yapılanlar Birleşmiş Milletler Çocuk Hakları Konvansiyonu ile tam bir uyum
içinde değildir; (4) belirlenen İngilizce kurslarında yürütülen ölçme ve
değerlendirme faaliyetleri ölçünleştirilmiş sınav uygulamalarından uzaktır.
Çalışmanın sonuçları tartışılmış ve güncel ölçme ve değerlendirme
uygulamalarının kalitesinin geliştirilmesi için çeşitli tavsiyeler sunulmuştur.
Bu noktada, ilgili kurumları Türkiye eğitim ekonomisinin arterleri olarak
görerek Avrupa Eğitsel Değerlendirme Birliği‘nin sunduğu çerçeveye (AEA- Europe
2012) başvurulabileceği önerilmiştir.

Anahtar Kelimeler

Ölçme ve değerlendirme, eğitsel değerlendirme, ölçünleştirilmiş sınav, yaygın eğitim, İngilizce’nin yabancı dil olarak öğretimi

The Utilization of the European Standards for Defining Educational Assessment: Teacher-Tester Attributes and Directors’ Control

Öz

This study aims to scrutinize the
utilization of the European guidelines in testing and assessment practices of
non-formal English language schools. Providing insights from a mixed-methods
research design, the quantitative data were gathered from the English language
teachers, who were also working as test (-item) developers at three private institutions
renowned for quality with the highest course attendee capacity and branches in
Turkey to reveal teacher-tester attributes, whereas qualitative data were
gathered from the directors of these private institutions to screen directors’
control. The results have yielded that (1) the kinds of assessment in use allow
for feedback on the performance of the on-going educational system; (2) the
overall evaluation of the total program, and assessment of educational systems
are taken into consideration in testing procedures to some extent; (3) what is
good for the individual in assessment does not thoroughly align with the United
Nations Convention on the Rights of the Child; (4) the assessment applied in
the selected private institutions does not mainly cover standardized tests. The
results are discussed, and laced with suggestions to improve the quality of
current testing and assessment practices by the exploitation of the European
Framework of Standards for Educational Assessment (AEA- Europe 2012) regarding
non-formal private institutions as the arteries of Turkish education economy.

Anahtar Kelimeler

Language testing, educational assessment, AEA- Europe, non-formal education, EFL

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