A comparative analysis of teachers' beliefs and practices on the assessment of 4th grade-efl students in Turkey, Italy and Finland
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Date
2020-05-08
Authors
Çalır, Nilay
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Türk eğitim sistemindeki yeni değişikliklerle birlikte, İngiliz dili öğretimi müfredatı öğrencilerin ihtiyaçları göz önüne alınarak tekrar düzenlenmiştir. Yeni müfredat daha çok iletişimsel yeterliliklere odaklanmakta ve öğrenci port folyosu, öz-değerlendirme, akran değerlendirmesi gibi ölçme ve değerlendirme anlamında yeni metot ve teknikler içermektedir. Buna rağmen, Türkiye'de ve dünyanın farklı yerlerinde yapılan araştırmalarda öğrenci değerlendirmesinde hala sınavların içeriğinin kelime ve dil bilgisine dayalı olduğu, dinleme ve konuşma becerilerinin ihmal edildiği belirtilmektedir. Bu çalışmanın amacı Türkiye, Finlandiya ve İtalya'daki yabancı dil öğretmenlerinin, ilkokul EFL öğrencilerinin değerlendirmelerine yönelik görüş ve uygulamalarını belirlemek ve yapılan uygulamaların teorik olarak hedeflenen şekilde olup olmadığını ortaya çıkarmaktır. Araştırmanın örneklemini Türkiye'den seçilen toplam 89 İngilizce öğretmeni, İtalya'dan seçilen toplam 40 İngilizce öğretmeni ve Finlandiya'dan seçilen toplam 41 İngilizce öğretmeni oluşturmuştur. Veri toplama aracı olarak, iki bölümden oluşan anket ile açık uçlu on sorudan oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşme yoluyla elde edilen nitel veriler içerik analizine tabi tutulurken, anket yoluyla toplanan nicel veriler frekans, yüzde, ortalama, standart sapma ve tek yönlü ANOVA kullanılarak analiz edilmiştir. Araştırmanın sonuçları, öğretmenlerin değerlendirme uygulamalarının müfredat ve kitaplar, tutumlar, sınıf mevcudu, ders süresi, öğrenci özellikleri ve var olan materyaller gibi değişkenlere bağlı olarak değiştiğini göstermiştir. Farklı ülkelerde sınıftan sınıfa değişim gösterse de, öğretmenlerin genç öğrencileri değerlendirmedeki zorlukları temel olarak öğrenme ortamından, öğretim teknolojisi ve materyallerden, öğrencilerden, ebeveyn algısı, ders saati ve değerlendirme aracından kaynaklanmaktadır. Bunun yanı sıra, görüşmelerin analizlerine göre, öğretmenler ders kitaplarından alınan ve kullanıma hazır olan sınavları ve sınavlara yönelik ek materyalleri kullanma eğilimindedir ve öğretmenlerin çoğunluğu, biçimlendirici değerlendirme türlerinin kullanılmasının öğrenciler için daha uygun olduğunu ifade etmişlerdir.
With the recent changes in Turkish educational system, English language teaching program has been redesigned taking the learners' needs into consideration. The new curriculum focuses on communicative skills more and includes some methods such as student portfolio, self-assessment and peer-assessment for evaluation. However, in the studies from Turkey and different parts of the world, the results indicate that in the assessment of young learners' foreign language competence, the content of tests is still based on grammar and vocabulary items and most of the assessments ignore listening and speaking skills. The aim of this study is to find out what foreign language teachers' beliefs and practices are with regard to the assessment of primary school EFL students and discover whether there are matches or mismatches between the expected quality of assessment and the reality in Turkey, Finland and Italy. A total of 89 English teachers in Turkey, 40 English teachers in Italy and 41 English teachers in Finland constituted the sample of the study. For data collection, a questionnaire consisting of two main parts and a semi-structured interview with ten open-ended questions were used. The qualitative data obtained through interviews were subjected to content analysis whereas the quantitative data collected through the questionnaire were analyzed by using frequency, percentage, mean, standard deviation and one-way ANOVA. The results of the study indicated that the use of assessment practices of teachers varied across countries according to the curriculum and the book they followed, their beliefs, classroom size, students' characteristics and the materials. Despite its variety from classroom to classroom in different countries, the difficulties teachers face in assessing young learners were mainly stemmed from learning environment, instructional technology and material, students, parent perception, class hours and assessment tools. Also, according to the analysis of the interviews, teachers tended to use ready-to-use exams taken from the course books as well as additional materials for the exams and most of the teachers suggested that using formative types of assessment were more appropriate for young learners.
With the recent changes in Turkish educational system, English language teaching program has been redesigned taking the learners' needs into consideration. The new curriculum focuses on communicative skills more and includes some methods such as student portfolio, self-assessment and peer-assessment for evaluation. However, in the studies from Turkey and different parts of the world, the results indicate that in the assessment of young learners' foreign language competence, the content of tests is still based on grammar and vocabulary items and most of the assessments ignore listening and speaking skills. The aim of this study is to find out what foreign language teachers' beliefs and practices are with regard to the assessment of primary school EFL students and discover whether there are matches or mismatches between the expected quality of assessment and the reality in Turkey, Finland and Italy. A total of 89 English teachers in Turkey, 40 English teachers in Italy and 41 English teachers in Finland constituted the sample of the study. For data collection, a questionnaire consisting of two main parts and a semi-structured interview with ten open-ended questions were used. The qualitative data obtained through interviews were subjected to content analysis whereas the quantitative data collected through the questionnaire were analyzed by using frequency, percentage, mean, standard deviation and one-way ANOVA. The results of the study indicated that the use of assessment practices of teachers varied across countries according to the curriculum and the book they followed, their beliefs, classroom size, students' characteristics and the materials. Despite its variety from classroom to classroom in different countries, the difficulties teachers face in assessing young learners were mainly stemmed from learning environment, instructional technology and material, students, parent perception, class hours and assessment tools. Also, according to the analysis of the interviews, teachers tended to use ready-to-use exams taken from the course books as well as additional materials for the exams and most of the teachers suggested that using formative types of assessment were more appropriate for young learners.
Description
Keywords
Değerlendirme, EFL öğretmen tutum ve uygulamaları, Finlandiya, İtalya, Türkiye, Assessment, EFL Teachers’ beliefs and practices, Finland, Italy, Turkey
Citation
Çalır, N. (2020). A comparative analysis of teachers' beliefs and practices on the assessment of 4th grade-efl students in Turkey, Italy and Finland. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.