PEN Academic Publishing   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2019, Vol. 15(5) 345-357

Evaluating the Views of Turkish Teacher Candidates in Improving the Quality of Assessment and Evaluation Activities Used in Teaching Turkish to Foreigners

Mehmet Fidan

pp. 345 - 357   |  DOI: https://doi.org/10.29329/ijpe.2019.212.22   |  Manu. Number: MANU-1906-20-0007.R1

Published online: October 16, 2019  |   Number of Views: 17  |  Number of Download: 49


Abstract

The assessment methods used in language teaching have an important role in achieving the targeted gains. The assessment methods used should be effective in determining both the general situation of the class and individual qualifications. In this case, constructivist, innovative, student-centered and so on. It is predicted that the use of assessment and evaluation methods will be successful. In this research, the opinions of Turkish teacher candidates about improving the quality of assessment and evaluation methods used in teaching Turkish to foreigners were examined. The study group of the study consisted of the students of Faculty of Education Turkish Education Department. A total of 25 Turkish teacher candidates participated in the study. In the study, standardized open-ended interview form was used to obtain the data. In the evaluation of the data, content analysis was preferred. During the research process, the data obtained from the interview forms were evaluated as question headings. In the evaluation, the question-topic order in the form was followed. In the analysis phase of each question, subject titles were determined based on the opinions of teacher candidates. As a result of the research, it was found that the teachers candidates generally thought that the use of constructivist, student-centered assessment methods would be effective in teaching Turkish to foreigners.

Keywords: Teaching Turkish to Foreigners, Assessment and Evaluation, Language Teaching.


How to Cite this Article?

APA 6th edition
Fidan, M. (2019). Evaluating the Views of Turkish Teacher Candidates in Improving the Quality of Assessment and Evaluation Activities Used in Teaching Turkish to Foreigners . International Journal of Progressive Education, 15(5), 345-357. doi: 10.29329/ijpe.2019.212.22

Harvard
Fidan, M. (2019). Evaluating the Views of Turkish Teacher Candidates in Improving the Quality of Assessment and Evaluation Activities Used in Teaching Turkish to Foreigners . International Journal of Progressive Education, 15(5), pp. 345-357.

Chicago 16th edition
Fidan, Mehmet (2019). "Evaluating the Views of Turkish Teacher Candidates in Improving the Quality of Assessment and Evaluation Activities Used in Teaching Turkish to Foreigners ". International Journal of Progressive Education 15 (5):345-357. doi:10.29329/ijpe.2019.212.22.

References
  1. Adıgüzel, O.C., Özüdoğru, F. (2013). Development of an academic achievement test for common compulsory foreign language I course of universities. Trakya University Journal of Education, 3(2), 1-11. [Google Scholar]
  2. Aksu Ataç, B. (2012). Foreign language teachers’ attitude toward authentic assessment in language teaching. The Journal of Language and Linguistic Studies, 8 (2), 7-19. [Google Scholar]
  3. Biçer, N., Çoban, İ. and Bakır, S. (2014). The problems faced by the foreign students learning Turkish: Ataturk University case. The Journal of International Social Research, 7 (29), 125-135.  [Google Scholar]
  4. Biçer, N. and Kılıç, B. S. (2017). Evaluation of text books which are used for teaching Turkish to Syrian students based on teacher opinions. Journal of Mother Tongue Education, 5(4), 649-663. [Google Scholar]
  5. Birinci Konur, K. and Konur, B. (2011).  Primary teachers’ views concerning the assessment methods used by them. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 5(2), 138-155. [Google Scholar]
  6. Candaş Karababa, Z.C. (2009). Teaching Turkish as a foreign language and problems encountered. Ankara University, Journal of Faculty of Educational Sciences, 42 (2), 265-277. [Google Scholar]
  7. Derman, S. (2018). Yabancılara Türkçe öğretiminde ölçme ve değerlendirme. In Durmuş M., Okur A. (Ed.), Yabancılara Türkçe Öğretimi (pp. 523-535). Ankara: Grafiker Yayınları. [Google Scholar]
  8. Dilidüzgün, Ş. (2018).  Dinleme eğitimi. In Durmuş M., Okur A. (Ed.), Yabancılara Türkçe öğretimi (pp. 259-276). Ankara: Grafiker Yayınları. [Google Scholar]
  9. Duman, G.B. (2013). Material development and effective use of materials in teaching Turkish as a foreign language. Ana Dili Eğitimi Dergisi, 1(2), 1-8. [Google Scholar]
  10. Durmuş, M. (2013).  Teaching Turkish to foreigners: problems, solutions and ideas on the future of teaching Turkish to foreigners. Adiyaman University Journal of Social Sciences, 6 (11), 207-228. [Google Scholar]
  11. Fidan, M. and Sak, İ.M. (2012). Primary school teachers opinions about complemental measurement and assessment techniques. Bartın University Journal of Faculty of Education, 1, 174-189. [Google Scholar]
  12. Gelbal, S. and Kelecioğlu, H. (2007). Teachers’ profıcıency perceptıons of about the measurement and evaluatıon technıques and the problems they confront. H.U. Journal of Education, 33, 135-145. [Google Scholar]
  13. Göçer, A. (2007). Analysis of textbooks in measuring and evaluating used in teaching Turkish as a foreign language, Language Journal – Dil Dergisi, 137, 30-48. [Google Scholar]
  14. Haznedar, B. (2004). Primary foreign language learning and curriculum development in Turkey, Boğaziçi Üniversitesi Eğitim Dergisi, 21(2), 15-29.  [Google Scholar]
  15. Haznedar, B. (2010). Türkiye’de yabancı dil eğitimi: reformlar, yönelimler ve öğretmenlerimiz. International Conference on New Trends in Education and Their Implications. 11-13 November, 2010 Antalya-Turkey, 747-755.  [Google Scholar]
  16. Işık, A. (2008). Yabancı dil eğitimimizdeki yanlışlar nereden kaynaklanıyor?. Journal of Language and Linguistic Studies, 4(2), 15-26. [Google Scholar]
  17. Karamustafaoğlu, S., Çağlak, A. and Meşeci, B. (2012). Self-efficiency of primary school teachers related to the alternative testing and assessment tools, Amasya Educaiton Journal, 1(2), 167-179. [Google Scholar]
  18. MEB. (2018). Turkish Language Teaching Programme. Ankara: MEB. [Google Scholar]
  19. Melanlıoğlu, D. (2012). Use of metacognition strategies in measurement and evaluation studies oriented with listening skills. Turkish Studies, 7(1), 1583-1595. [Google Scholar]
  20. Toprak, F. (2011). Assesments on the reading texts and dialogues in the Turkish teaching books for foreigners. Selçuk University Journal Of Studies in Turcology, 29, 11-24. [Google Scholar]
  21. Şahin, Ç., Kurudayıoğlu, M., Tunçel, H. and Öztürk, Y.A. (2013). Self-efficacy of Turkish language teacher candidates about the course of Turkish teaching to stangers. Journal of Mother Tongue Education, 1(2), 36-45. [Google Scholar]
  22. Şahin, Ç. and Öztürk, Y.A. (2014). Opinions of prospective teachers on alternative assessment-evaluation methods. Kastamonu Education Journal, 22(1), 123-142. [Google Scholar]
  23.  Şimşek, H. and Yıldırım, A. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. [Google Scholar]
  24. Yaman, S., Karamustafaoğlu, S. (2011). Investigating prospective teachers’ perceived levels of efficacy towards measurement and evaluation. Ankara University, Journal of Faculty of Educational Sciences, 44 (2), 53-72. [Google Scholar]