KaydedilenlerDerginizi ekleyin

Dergiler / Dil ve Dilbilimi Çalışmaları Dergisi / 2018 / Cilt: 14 - Sayı: 1

Understanding language assessment literacy: Developing language assessments

Ahmet Erdost YASTIBAŞ
Mehmet TAKKAÇ
Sayfa
178–193
Yayın Tarihi
2018-03-13
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Its limitations were explained and suggestions for further studies were made.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Öz Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
📊
Temel Bulgular & Veri:Understanding language assessment literacy: Developing language assessmentsLanguage assessment literacy has become a critical competence for a language teacher to have.
💡
Sonuç & Katkı:Its limitations were explained and suggestions for further studies were made.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Anahtar Kelimeler Language assessment literacy · developing language assessment

Özet

Öz Please fill up the following information accurately. (Please use Times New Roman, 12 pt. Understanding language assessment literacy: Developing language assessmentsLanguage assessment literacy has become a critical competence for a language teacher to have. Accordingly, there are many studies in the literature which have researched different aspects of language assessment literacy (i.e., language assessment training, professional development and language assessment literacy levels of language teachers). However, they have not investigated how language teachers develop appropriate language assessment according to instructional purposes. Therefore, this study has aimed to reveal the development of language assessment by language teachers. The study was designed as a qualitative study and was carried out with eight participants working in a Turkish foundation university as English language instructors. Think-aloud protocols were used to collect data and the collected data were content-analyzed. The results of the study have indicated that developing language assessments has a critical, student- and course book-centered structure which helps to make exams valid in terms of content and construct validity. This structure also helps to have positive washback effects on students. Its limitations were explained and suggestions for further studies were made.

🔖

Bu Makaleye Atıf Yap

YASTIBAŞ, A. E., TAKKAÇ, M. (2018). Understanding language assessment literacy: Developing language assessments. Dil ve Dilbilimi Çalışmaları Dergisi, Cilt: 14 - Sayı: 1, 178–193. https://ajindex.com/articles/29185

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (9)

  1. American Federation of Teachers, National Council on Measurement in Education, & National Education Association. (1990). Standards for teacher competence in educational assessment of students. Retrieved from http://buros.org/standards-teacher-competence-educational-assessment-students
  2. 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).
  3. Clevedon, UK: Multilingual Matters. Brindley, G. (2008). Educational reform and language testing. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.) (pp. 365-378). Springer Science+Business Media LLC. Broadfoot, P. M. (2005). Dark alleys and blind bends: Testing the language of learning. Language Testing, 22(2), 123-141. doi: 10.1191/0265532205lt302oa Brown, H. D. (2004). Language assessment: Principles and classroom practices. Turkey: Pearson Education Inc. Brown, J. D. & Bailey, K. M. (2008). Language testing courses: What are they in 2007? Language Testing, 25(3), 349-383. doi: 10.1177/0265532208090157 Büyükkarcı, K. (2014). Assessment beliefs and practices of language teachers in primary education. International Journal of Instruction, 7(1), 107-120.
  4. Büyükkarcı, K. (2016). Identifying the areas for English language teacher development: A study of assessment literacy. Pegem Eğitim ve Öğretim Dergisi, 6(3), 333-346.
  5. Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California, the United States of America: Sage Publications. Davison, C. (2004). The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing, 21(3), 305-334. doi: 10.1191/0265532204lt286oa Dörnyei, Z. (2011). Research methods in applied linguistics. Oxford, UK: Oxford University Press.
  6. Fonteyn, M. E., Kuipers, B., & Grobe, S. J. (1993). A description of think aloud method and protocol analysis. Qualitative Health Research, 3(4), 430-441.
  7. Han, T. & Kaya, H. İ. (2014). Turkish EFL teachers’ assessment preferences and practices in the context of constructivist instruction. Journal of Studies in Education, 4(1), 77-93.
  8. Hasselgreen, A., Carlsen, C., & Helness, H. (2004). European survey of language testing and assessment needs. Report: Part one – general findings. Retrieved from http://www.ealta.eu.org/documents/resources/survey-report-pt1.pdf
  9. Hatipoğlu, Ç. (2010,