Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2018, Cilt: 14 Sayı: 3, 380 - 395, 15.09.2018

İskender Hakkı Sarıgöz Fatıma Nur Fişne

Öz

Kaynakça

  • Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
  • Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice. Oxford: Oxford University Press.
  • Best, J. W., & Khan, J. V. (2006). Research in Education (10th Edition). Pearson.
  • Brindley, G. (2003). Classroom-based assessment. In D. Nunan (Ed.), Practical English language teaching (pp. 309-328). New York: McGraw Hill.
  • Brown, H. D. (2004). Language assessment: Principles and classroom practices. New York: Pearson Education.
  • Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York: Pearson Education.
  • Brumen, M., Cagran, B., & Rixon, S. (2005). Assessment of Young Learners’ Foreign Language in Slovenian Primary Schools. ELOPE: English Language Overseas Perspectives and Enquiries, 2(1-2), 167-184.
  • Brumen, M., Cagran, B., & Rixon, S. (2009). Comparative assessment of young learners’ foreign language competence in three Eastern European countries. Educational Studies, 35(3), 269-295.
  • Cameron, L. (2001). Teaching languages to young learners. UK: Cambridge University Press.
  • Cojocnean, D. (2012). Perspectives on assessing young learners’ English language competence in Romania. Academica Science Journal, 1(1), 55-66.
  • Douglas, D. (2010). Understanding language testing. Oxon: Routledge.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. New York: Oxford University Press.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). New York: Mc Graw Hill.
  • Fulcher, G. & Davidson, F. (2007). Language testing and assessment: An advanced resource book. New York: Routledge.
  • Gattullo, F. (2000). Formative assessment in ELT primary (elementary) classrooms: An Italian case study. Language Testing, 17(2), 278-288.
  • Gipps, C. V. (1994). Beyond testing: Towards a theory of educational assessment. London: The Falmer Press.
  • Hamp-Lyons, L. (2007). The impact of testing practices on teaching. In J. Cummins, & C. Davison (Eds.), International handbook of English language teaching (pp. 487-504). USA: Springer.
  • Hasselgren, A. (2000). The assessment of the English ability of young learners in Norwegian schools: An innovative approach. Language Testing, 17(2), 261-277.
  • Hasselgreen, A. (2005). Assessing the language of young learners. Language Testing, 22(3), 337-354.
  • Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.
  • Johnstone, R. (2000). Context-sensitive assessment of modern languages in primary (elementary) and early secondary education: Scotland and the European experience. Language Testing, 17(2), 123-143.
  • Kırkgöz, Y. (2008). A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education. Teaching and Teacher Education, 24(7), 1859-1875.
  • Kırkgöz, Y., & Ağçam, R. (2012). Investigating the written assessment practices of Turkish teachers of English at primary education. Journal of Language and Linguistic Studies, 8(2), 119-136.
  • Linse, C. (2005). Practical English language teaching (PELT): Young learners. New York: McGraw Hill.
  • McKay, P. (2006). Assessing young language learners.UK: Cambridge University Press.
  • McKay, S. L. (2006). Researching second language classrooms. New Jersey: Lawrence Erlbaum Associates, Publishers.
  • Mirici, I. H. (2008). Development and validation process of a European language portfolio model for young learners. Turkish Online Journal of Distance Education, 9(2).
  • Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Boston: Heinle, Cengage Learning.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage Publications.
  • Rea-Dickins, P. (2000). Current research and professional practice: Reports of work in progress into the assessment of young language learners. Language Testing, 17(2), 245-249.
  • Rea-Dickins, P. (2001). Mirror, mirror on the wall: Identifying processes of classroom assessment. Language Testing, 18(4), 429-462.
  • Rea-Dickins, P., & Gardner, S. (2000). Snares and silver bullets: Disentangling the construct of formative assessment. Language Testing, 17(2), 215-243.
  • Rea-Dickins, P., & Rixon, S. (1999). Assessment of young learners’ English: Reasons and means. In. S. Rixon (Ed.), Young learners of English: Some research perspectives (pp. 89-101). Essex: Longman.
  • Sarıçoban, A., & Hasdemir, E. (2012). Assessment in English as a foreign language in primary schools in Turkey. Hacettepe University Journal of Education, 134-145.
  • Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to children. London: Longman.
  • Shaaban, K. (2005). Assessment of young learners. English Teaching Forum, 43(1), 34-40.
  • T.C. Milli Eğitim Bakanlığı [MoNE] (2013). English language teaching program (for 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade). Ankara.
  • T.C. Milli Eğitim Bakanlığı [MoNE] (2017). English language teaching program (for 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade) [revised]. Ankara.
  • Yang, T. L. (2008). EFL teachers’ multiple classroom assessment practices of young language learners. Studies in the Humanities and Social Science, 9, 139-176.
  • Yıldırım, R., & Örsdemir, E. (2013). Performance tasks as alternative assessment for young EFL learners: Does practice match the curriculum proposal. International Online Journal of Educational Sciences, 5(3), 562-574.
  • Yılmaz, S., & Akcan, S. (2011). Implementing the European language portfolio in a Turkish context. ELT Journal, http://doi: 10.1093/elt/ccr042.

English language assessment and evaluation practices in the 4th grade classes at main stream schools

Yıl 2018, Cilt: 14 Sayı: 3, 380 - 395, 15.09.2018

İskender Hakkı Sarıgöz Fatıma Nur Fişne

Öz
























































Please fill up the following information accurately. (Please
use Times New Roman, 12 pt.

English language assessment and evaluation practices in the 4th grade classes at main stream schools

Young language learners (YLLs) have a pivotal role in constructing their English language learning by making sense of their own environment. For that reason, assessing and evaluating young learners in EFL (English as a Foreign Language) classroom setting require the administration of appropriate and tailor-made measurement tools and techniques. In this respect, it is necessary to become familiar with YLLs’ characteristics and classroom-based experiences. Accordingly, this study aims to investigate the existing language assessment practices in the 4th grade classroom in MoNE (Ministry of National Education) and to examine the relationship between curricular underpinnings and real-life practices. To this end, classroom-based observation and interviews were conducted to collect in-depth data about young learners’ language assessment process. The basic findings show that EFL teachers carry out English language assessment and evaluation at the 4th grade with mainly formative purposes. As language skills, writing and vocabulary are more commonly assessed. In addition, written exams and assignments are extensively administered in YLLs’ classrooms. It is regarded that objectivity is the major strength of the current language assessment program whereas allotted time for language assessment and evaluation may not be enough to assess young learners comprehensively. This research attempts to provide information on theoretical and practical implementation of curricular requirements in English language assessment and evaluation process at the 4th grade at state primary schools.

Information about Author(s)*

Author 1

Author
(Last name, First name)

 Sarıgöz, İskender Hakkı

Affiliated
institution (University)

 Gazi University

Country

 Turkey

Email
address

 isksar@yahoo.com

Department
& Rank

 English Language Teaching

Corresponding author (Yes/No)


Write only one corresponding author.

 Yes

Author 2

Author
(Last name, First name)

 Fişne, Fatıma Nur

Affiliated
institution (University)

 Gazi University

Country

 Turkey

Email
address

 fatmanur.fisne@gmail.com

Department
& Rank

 English Language Teaching

Corresponding
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)

 

 

Anahtar Kelimeler

Classroom-based assessment assessing young language learners language assessment practices

Kaynakça

  • Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford: Oxford University Press.
  • Bachman, L. F., & Palmer, A. S. (2010). Language assessment in practice. Oxford: Oxford University Press.
  • Best, J. W., & Khan, J. V. (2006). Research in Education (10th Edition). Pearson.
  • Brindley, G. (2003). Classroom-based assessment. In D. Nunan (Ed.), Practical English language teaching (pp. 309-328). New York: McGraw Hill.
  • Brown, H. D. (2004). Language assessment: Principles and classroom practices. New York: Pearson Education.
  • Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York: Pearson Education.
  • Brumen, M., Cagran, B., & Rixon, S. (2005). Assessment of Young Learners’ Foreign Language in Slovenian Primary Schools. ELOPE: English Language Overseas Perspectives and Enquiries, 2(1-2), 167-184.
  • Brumen, M., Cagran, B., & Rixon, S. (2009). Comparative assessment of young learners’ foreign language competence in three Eastern European countries. Educational Studies, 35(3), 269-295.
  • Cameron, L. (2001). Teaching languages to young learners. UK: Cambridge University Press.
  • Cojocnean, D. (2012). Perspectives on assessing young learners’ English language competence in Romania. Academica Science Journal, 1(1), 55-66.
  • Douglas, D. (2010). Understanding language testing. Oxon: Routledge.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. New York: Oxford University Press.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). New York: Mc Graw Hill.
  • Fulcher, G. & Davidson, F. (2007). Language testing and assessment: An advanced resource book. New York: Routledge.
  • Gattullo, F. (2000). Formative assessment in ELT primary (elementary) classrooms: An Italian case study. Language Testing, 17(2), 278-288.
  • Gipps, C. V. (1994). Beyond testing: Towards a theory of educational assessment. London: The Falmer Press.
  • Hamp-Lyons, L. (2007). The impact of testing practices on teaching. In J. Cummins, & C. Davison (Eds.), International handbook of English language teaching (pp. 487-504). USA: Springer.
  • Hasselgren, A. (2000). The assessment of the English ability of young learners in Norwegian schools: An innovative approach. Language Testing, 17(2), 261-277.
  • Hasselgreen, A. (2005). Assessing the language of young learners. Language Testing, 22(3), 337-354.
  • Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.
  • Johnstone, R. (2000). Context-sensitive assessment of modern languages in primary (elementary) and early secondary education: Scotland and the European experience. Language Testing, 17(2), 123-143.
  • Kırkgöz, Y. (2008). A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education. Teaching and Teacher Education, 24(7), 1859-1875.
  • Kırkgöz, Y., & Ağçam, R. (2012). Investigating the written assessment practices of Turkish teachers of English at primary education. Journal of Language and Linguistic Studies, 8(2), 119-136.
  • Linse, C. (2005). Practical English language teaching (PELT): Young learners. New York: McGraw Hill.
  • McKay, P. (2006). Assessing young language learners.UK: Cambridge University Press.
  • McKay, S. L. (2006). Researching second language classrooms. New Jersey: Lawrence Erlbaum Associates, Publishers.
  • Mirici, I. H. (2008). Development and validation process of a European language portfolio model for young learners. Turkish Online Journal of Distance Education, 9(2).
  • Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom research: A comprehensive guide. Boston: Heinle, Cengage Learning.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. Sage Publications.
  • Rea-Dickins, P. (2000). Current research and professional practice: Reports of work in progress into the assessment of young language learners. Language Testing, 17(2), 245-249.
  • Rea-Dickins, P. (2001). Mirror, mirror on the wall: Identifying processes of classroom assessment. Language Testing, 18(4), 429-462.
  • Rea-Dickins, P., & Gardner, S. (2000). Snares and silver bullets: Disentangling the construct of formative assessment. Language Testing, 17(2), 215-243.
  • Rea-Dickins, P., & Rixon, S. (1999). Assessment of young learners’ English: Reasons and means. In. S. Rixon (Ed.), Young learners of English: Some research perspectives (pp. 89-101). Essex: Longman.
  • Sarıçoban, A., & Hasdemir, E. (2012). Assessment in English as a foreign language in primary schools in Turkey. Hacettepe University Journal of Education, 134-145.
  • Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to children. London: Longman.
  • Shaaban, K. (2005). Assessment of young learners. English Teaching Forum, 43(1), 34-40.
  • T.C. Milli Eğitim Bakanlığı [MoNE] (2013). English language teaching program (for 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade). Ankara.
  • T.C. Milli Eğitim Bakanlığı [MoNE] (2017). English language teaching program (for 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grade) [revised]. Ankara.
  • Yang, T. L. (2008). EFL teachers’ multiple classroom assessment practices of young language learners. Studies in the Humanities and Social Science, 9, 139-176.
  • Yıldırım, R., & Örsdemir, E. (2013). Performance tasks as alternative assessment for young EFL learners: Does practice match the curriculum proposal. International Online Journal of Educational Sciences, 5(3), 562-574.
  • Yılmaz, S., & Akcan, S. (2011). Implementing the European language portfolio in a Turkish context. ELT Journal, http://doi: 10.1093/elt/ccr042.
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

İskender Hakkı Sarıgöz

Fatıma Nur Fişne

Yayımlanma Tarihi 15 Eylül 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 14 Sayı: 3

Kaynak Göster

APA Sarıgöz, İ. H., & Fişne, F. N. (2018). English language assessment and evaluation practices in the 4th grade classes at main stream schools. Journal of Language and Linguistic Studies, 14(3), 380-395.
AMA Sarıgöz İH, Fişne FN. English language assessment and evaluation practices in the 4th grade classes at main stream schools. Journal of Language and Linguistic Studies. Eylül 2018;14(3):380-395.
Chicago Sarıgöz, İskender Hakkı, ve Fatıma Nur Fişne. “English Language Assessment and Evaluation Practices in the 4th Grade Classes at Main Stream Schools”. Journal of Language and Linguistic Studies 14, sy. 3 (Eylül 2018): 380-95.
EndNote Sarıgöz İH, Fişne FN (01 Eylül 2018) English language assessment and evaluation practices in the 4th grade classes at main stream schools. Journal of Language and Linguistic Studies 14 3 380–395.
IEEE İ. H. Sarıgöz ve F. N. Fişne, “English language assessment and evaluation practices in the 4th grade classes at main stream schools”, Journal of Language and Linguistic Studies, c. 14, sy. 3, ss. 380–395, 2018.
ISNAD Sarıgöz, İskender Hakkı - Fişne, Fatıma Nur. “English Language Assessment and Evaluation Practices in the 4th Grade Classes at Main Stream Schools”. Journal of Language and Linguistic Studies 14/3 (Eylül 2018), 380-395.
JAMA Sarıgöz İH, Fişne FN. English language assessment and evaluation practices in the 4th grade classes at main stream schools. Journal of Language and Linguistic Studies. 2018;14:380–395.
MLA Sarıgöz, İskender Hakkı ve Fatıma Nur Fişne. “English Language Assessment and Evaluation Practices in the 4th Grade Classes at Main Stream Schools”. Journal of Language and Linguistic Studies, c. 14, sy. 3, 2018, ss. 380-95.
Vancouver Sarıgöz İH, Fişne FN. English language assessment and evaluation practices in the 4th grade classes at main stream schools. Journal of Language and Linguistic Studies. 2018;14(3):380-95.