An Analysis of Secondary School Turkish Language Course Assessment Tools in the Sense of PISA Reading Skill Criteria

Autor/inn/en	Dilekçi, Atilla; Çiçek, Seher
Titel	An Analysis of Secondary School Turkish Language Course Assessment Tools in the Sense of PISA Reading Skill Criteria
Quelle	In: International Online Journal of Education and Teaching, 9 (2022) 1, S.417-431 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dilekçi, Atilla) ORCID (Çiçek, Seher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Turkish; Secondary School Students; Foreign Countries; Achievement Tests; International Assessment; Language Tests; Reading Tests; Cognitive Processes; Native Language; Reading Comprehension; Reading Skills; Evaluation Criteria; Teacher Attitudes; Teacher Characteristics; Language Teachers; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Türkisch; Sekundarschüler; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language test; Sprachtest; Lesetest; Cognitive process; Kognitiver Prozess; Leseverstehen; Reading skill; Lesefertigkeit; Lehrerverhalten; Language teacher; Sprachunterricht; Türkei
Abstract	The purpose of this research is to evaluate secondary school Turkish language assessment tools in the sense of PISA reading skills criteria. To this end, document analysis, one of qualitative research methods, was employed in the current study. The research data were collected from 82 assessment tools prepared by 23 teachers. The questions included in these assessment tools were analysed based on cognitive processes defined by PISA reading, proficiency levels and text genres. As a result, the questions used in assessment tools have been found to centre upon the cognitive stages of reaching and understanding information and 1a proficiency level. Besides, it has been seen that the most frequently-used text format used in assessment tools is continuous texts. The most frequently-used text genre in the assessment tools is determined as instructional texts; however, narrative and explanatory texts were found to be included more frequently. The results yielded that the general perspective of the questions used in secondary school Turkish language course assessment tools is not suitable for PISA reading skills criteria. Consequently, it has been recommended that assessment and evaluation activities in secondary school Turkish language course are required to be determinedly and conspiratorially adapted to PISA reading skills criteria. (As Provided).
Anmerkungen	Informascope. 3251 Cadde Kozlu Evler 2/49 Yasamkent, 06800, Turkey. e-mail: iojetmail@gmail.com; Web site: https://iojet.org/index.php/IOJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11