SavedAdd your journal

Journals / Dil ve Dilbilimi Çalışmaları Dergisi / 2018 / Cilt: 14 - Sayı: 3

A study on English preparatory class students’ assessment preferences and test anxieties

Bahar SARISU(TAŞ)
Kagan BÜYÜKKARCI
Pages
360–379
Publication Date
2018-09-15
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Yes Author 2 Author (Last name, First name) Büyükkarcı,Kagan Affiliated institution (University) Süleyman Demirel UniversityCountry Turkey Email address [email protected] & Rank Department of Foreign Language Education & Associate ProfessorCorresponding author (Yes/No) No Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Öz Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
📊
Key Findings & Data:It also aims to see whether or not there is a significant difference between nationalities in terms of assessment preferences and test anxiety, and also to learn the reasons behind these differences if there are any. 147 university students who will study in English-medium departments at a private university participated in this study.
💡
Conclusion & Impact:Yes Author 2 Author (Last name, First name) Büyükkarcı,Kagan Affiliated institution (University) Süleyman Demirel UniversityCountry Turkey Email address [email protected] & Rank Department of Foreign Language Education & Associate ProfessorCorresponding author (Yes/No) No Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Anahtar Kelimeler foreign language learning · assessment · assessment preferences

Özet

Öz Please fill up the following information accurately. (Please use Times New Roman, 12 pt. A study on English preparatory class students’ assessment preferences and test anxieties This study aims to determine English preparatory class students’ assessment preferences and test anxieties and whether there is a relationship between these two dependent variables or not. It also aims to see whether or not there is a significant difference between nationalities in terms of assessment preferences and test anxiety, and also to learn the reasons behind these differences if there are any. 147 university students who will study in English-medium departments at a private university participated in this study. In this study, a mixed method was adopted that integrated quantitative and qualitative data, which were collected through two inventories and one interview. The results present a report of students’ assessment preferences and also reveal that there are significant differences regarding nationality. The results have also shown that there is a significant difference in Turkish and foreign students assessment type preferences, grading & reporting preferences, and general test taking anxieties. Information about Author(s)* Author 1 Author (Last name, First name) Sarısu(Taş), BaharAffiliated institution (University) Antalya Bilim University Country Turkey Email address [email protected] & Rank School of Foreign Languages & InstructorCorresponding author (Yes/No) Write only one corresponding author. Yes Author 2 Author (Last name, First name) Büyükkarcı,Kagan Affiliated institution (University) Süleyman Demirel UniversityCountry Turkey Email address [email protected] & Rank Department of Foreign Language Education & Associate ProfessorCorresponding author (Yes/No) No Author 3 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No) Author 4 Author (Last name, First name) Affiliated institution (University) Country Email address Department & Rank Corresponding author (Yes/No)

🔖

Cite This Article

SARISU(TAŞ), B., BÜYÜKKARCI, K. (2018). A study on English preparatory class students’ assessment preferences and test anxieties. Dil ve Dilbilimi Çalışmaları Dergisi, Cilt: 14 - Sayı: 3, 360–379. https://ajindex.com/articles/29139

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (13)

  1. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., & Raths, J. & Wittrock, MC (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, abridged edition. White Plains, NY: Longman. Arslan, Y. (2013). Assessment preferences of sport science students. Journal of Hospitality, Leisure, Sport & Tourism Education, 13, 132-136.
  2. Beller, M., & Gafni, N. (2000). Can item format (multiple choice vs. open-ended) account for gender differences in mathematics achievement?. Sex roles, 42(1-2), 1-21.
  3. Ben-Chaim, D. and Zoller, U. (1997). ‘Examination-type preferences of secondary school students and their teachers in the science disciplines’, Instructional Science 25(5), 347-367.
  4. Ben-Shakhar, G. and Sinai, Y. (1991). ‘Gender differences in multiple-choice tests: The role of differential guessing’, Journal of EducationalMeasurement28, 23-35.
  5. Birenbaum, M. (1994).Toward adaptive assessment—the student's angle. Studies in Educational Evaluation, 20(2), 239-255.
  6. Birenbaum, M. (1997). Assessment preferences and their relationship to learning strategies and orientations. Higher education, 33(1), 71-84.
  7. Birenbaum, M. and Feldman, R.A. (1998). ‘Relationships between learning patterns and attitudes towards two assessment formats’, Educational Research 40(1), 90-97.
  8. Büyükkarcı, K. (2010). The effect of formative assessment on learners’ test anxiety and assessment preferencesin efl context. (Unpublished doctoral dissertation), Cukurova University. Doğan, C. D. (2013). A modeling study about the factors affecting assessment preferences of pre-service teachers. Educational Sciences: Theory & Practice, 13(3), 1621-1627.
  9. Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  10. Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research. Gellman, E. and Berkowitz, M. (1993). ‘Test-item type: what students prefer and why’, College Student Journal, 27(1), 17-26.
  11. Gibbs, G., & Simpson, C. (2004). Does your assessment support your students’ learning. Journal of Teaching and Learning in Higher Education, 1(1), 1-30.
  12. Gülbahar, Y.,& Büyüköztürk, Ş. (2008). Adapting the evaluation preference scale to Turkish. Hacettepe University Education Faculty Journal, 35(35). Huberty, T. J. (2009). Test and performance anxiety. Principal leadership, 10(1), 12-16.
  13. Nunan, D. (1992). Res