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Autor/inn/en | Dilekçi, Atilla; Çiçek, Seher |
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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 |
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 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 | 2024/1/01 |