Turkish EFL Teachers' Perceptions and Practices of Foreign Language Assessment in Primary Education

Autor/inn/en	Kirkgoz, Yasemin; Babanoglu, Muzaffer Pinar; Agçam, Reyhan
Titel	Turkish EFL Teachers' Perceptions and Practices of Foreign Language Assessment in Primary Education
Quelle	In: Journal of Education and e-Learning Research, 4 (2017) 4, S.163-170 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kirkgoz, Yasemin) ORCID (Agçam, Reyhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-0169
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Elementary School Teachers; Language Skills; Evaluation Methods; Student Evaluation; Language Proficiency; Questionnaires; Observation; Elementary School Students; Language Tests; Summative Evaluation; Formative Evaluation; Turkey + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Language skill; Sprachkompetenz; Schulnote; Studentische Bewertung; Language skills; Fragebogen; Beobachtung; Language test; Sprachtest; Türkei
Abstract	The present study aimed to investigate perceptions of EFL teachers working at state primary schools on core language skills, assessment types and question types used in assessing student's foreign language development and proficiency during an academic year. Data were gathered from 56 EFL teachers working at 42 primary state schools in Turkey through a questionnaire comprising a variety of items to elicit their perceptions and applications of language assessment in the classes of 4th to 6th graders. Results obtained from frequency analyses indicated that the pen-and-paper tests, performance tasks, and in-class observation are the mostly used assessment tools, and that the selected response items are mostly employed question types in the tests, and that performance-based and communication-based assessment types are preferred more frequently than the traditional types in evaluating students' success in learning EFL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01