You are here

Home » Content

ÇOKTAN-SEÇMELİ ÖLÇÜNLENDİRİLMİŞ SINAVLARIN GEÇERLİLİK ÖLÇÜTÜ BAĞLAMINDA DEĞERLENDİRİLMESİ

Journal Name:

  • Hasan Ali Yücel Eğitim Fakültesi Dergisi

Publication Year:

  • 2009

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
In the field of foreign language teaching, validating the decisions about achievement or proficiency in language depends on providing criteria that are specific to domain. Assessment tasks, as the process of establishing criteria in language teaching are the indicators to see whether teaching content and practices carry the qualities that help to attain the aims and goals desired. Testing at the same time is a process of decision making. In foreign language testing, validity of the decisions about the level of proficiency is closely related to the level of authenticity of the test techniques and communicative nature of language use in content. In this respect it would be meaningful to question these standardized tests including multiple-choice questions because their results have decisive influence on candidates’ future life and education. This study aims to evaluate the 2009-YDS (University entrance exam) as an example of standardized test in which questions are designed in the form of multiple-choice.
Bookmark/Search this post with
Abstract (Original Language): 
Yabancı dilde başarı ya da yeterliliğe dair kararların geçerlilik kazanması alana özgü ölçütlerin sağlanmasına bağlıdır. Ölçme değerlendirme etkinlikleri bir ölçütler oluşturma etkinliği olarak öğretim içerik ve uygulamalarının, hedeflere ulaşmayı sağlayan nitelikler taşıyıp taşımadıklarının göstergeleridir. Ölçme değerlendirme süreci aynı zamanda kararlar alma sürecidir. Yabancı dilde yeterlilik düzeyiyle ilgili kararların geçerliliği, ölçme değerlendirme içerik ve tekniklerinin iletişimsellik ve özgünlük düzeyiyle ilgilidir. Bu bağlamda, çoktan-seçmeli soru yapılarını içeren ölçünlendirilmiş sınavların sınava giren adayların yaşamındaki belirleyiciliği göz önünde bulundurulduğunda sorgulanmaları anlam kazanmaktadır. Bu çalışmada, çoktan-seçmeli soru tekniğiyle hazırlanmış bir ölçünlendirilmiş sınav örneği olarak 2009-YD
FULL TEXT (PDF): 
PDF icon arastirmax-coktan-secmeli-olcunlendirilmis-sinavlarin-gecerlilik-olcutu-baglaminda-degerlendirilmesi.pdf
  • 2
45-62
  • Turkish

REFERENCES

References: 

Alderson, J.C. (2000), Assessing Reading. Cambridge University Press
Bachman, L.F. (1990). Fundamental Considerations in Language Testing. Oxford University Press.
Bachman, L.F. & Palmer A.S. (1996). Language Testing in Practice: Designing and developing useful Language Tests. Oxford University Press.
Bailey, K.M. (1998). Learning about Language Assessment: Dilemmas, Decisions and Directions. Heinle & Heinle Publishers
Brown, J. D. (2005). Testing in Language Programs. Mc Graw
Brown, H.D. (2004). Language Assessment: Principles and Classroom Practice. Pearson Education Inc.
Brown, J.D. & Hudson, T. (2002). Criterion-Referenced Language Testing. Cambridge University Press
Cumming, A. (1996). Introduction: The Concept of Validation (Ed: A. Cumming, R. Berwick). Validation in Language testing, Modern Language in Practice 2. (pp.1-14). Multilingual Matters Ltd.
Cumming, A., & Mellow, D. (1996). An Investigating into the Validity of Written Indicators of Second Language Proficiency (Ed: A. Cumming, R. Berwick). Validation in Language testing, Modern Language in Practice 2. (pp.72-93). Multilingual Matters Ltd.
Cushingweigle, S., & Lynch, B. (1996). Hypothesis Testing in Construct Validation (Ed: A. Cumming, R. Berwick). Validation in Language testing, Modern Language in Practice 2. (pp.58-71). Multilingual Matters Ltd.
Davies, A. & Brown, A. & Elder, C., & Hill, K. & Cumley, T. & McNamara, T. (1999). Dictionary of language Testing, Studies in Language Testing 7. Cambridge University Press.
Delonay, V. (1991). Assessing Textual Understanding and Literature Learning in ESL (Ed: C. Brumfit). Assessment in Literature Teaching: Development in English Language Teaching. (pp.106-112). McMillan Publishers Limited.
Ellis, R. (2001). Some Thoughts on Testing Grammar: An SLA perspectives (Ed: C. Elder, A. Brown, E. Grove, K. Hill, N. Iwashita, T. Lumley, T. McNamara, K. O’Loughlin). Experimenting with Uncertainty, Studies in Language Testing 11. (pp. 251-263). Cambridge University Press.
Genesee, F., Upshur, J. A. (1996). Classroom- based Evaluation in Second Language Education. Cambridge University Press.
Harrison, A. (1983). A Language Testing Handbook. MacMillan Publishers Limited, London.
Hasselgreen, A. (2004). Testing the Spoken English of Young Norwegians, A study of Test Validity and the Role of ‘Smallwords’ in Contributing to Pupils Fluency, Studies in Language Testing 20. Cambridge University Press.
Herzog, M. (1988). Issues in Writing Proficiency Assessment (Ed: P. Lowe, Jr., C. W. Stansfield). Language in Education: Theory and Practice Second Language Proficiency Assessment: current issues. (pp. 149-175). Prentice-Hall, Inc, New Jersey.
Hughes, A. (1989). Testing for Language Teachers. Cambridge University Press
McNamara, T. (2000). Language Testing (Ed: H.G. Widdowson). International Journal of AppliedLinguistics. 16. (3) (pp. 424-434). Oxford University Press.
McNamara, T. & Carsten, R. (2006). Language Testing: The Social Dimension. Blackwell Publishing.
Nunan, D. (1999). Second Language Teaching and Learning. Heinle & Heinle Publishers, USA.
Purpura, J. E. (2004). Assessing Grammar. Cambridge University Press.
Rea-Dickins, P. (2001). Fossilization or Evolution: The case of grammar testing”(Ed: C. Elder, A. Brown, E. Grove, K. Hill, N. Iwashita, T. Lumley, T. McNamara, K. O’Loughlin). Experimenting with Uncertainty, Studies in Language Testing 11. (pp.21-32). Cambridge University Press.
Read, J. (2000). Assessing Vocabulary. Cambridge University Press.
Shohamy, E. (2001). The Power of Tests: A critical perspective on the uses of language tests. Pearson Education Limited.
Spolsky, B. (1990). Social Aspects of Individual Assessment (Ed: J.H. A.L. De Jong, D.K. Stevenson). Individualizing the Assessment of Language Abilities. Multilingual.Turner, C. E. (2001). The Need for Impact Studies of L2 Performance Testing and Rating: Identifying areas of potential consequences at all levels of the testing cycle (Ed: C. Elder , A. Brown, E. Grove, K. Hill, N. Iwashita, T. Lumley, T. McNamara, K. O’Loughlin). Experimenting with Uncertainty, Studies in Language Testing 11. (pp. 138-149). Cambridge University Press.
Yavuz Kırık, M. (2008). Yabancı Dil Olarak İngilizce Öğretmenlerinin Ölçme Değerlendirme Bağlamında Tutum ve Yaklaşımları. Yayınlanmamış doktora tezi. İstanbul Üniversitesi.
Wall, D. (2005). The Impact of High-stakes Examinations on Classroom Teaching. Studies in Language Testing 22, Cambridge University Press.
Weir, C.J. (1988). Communicative Language Testing. Prentice Hall.
Weir, C.J. (1993). Understanding and Developing language Tests. Prentice Hall
Neill, M. (2003 Ocak 13). Transforming student Assessment. http://www.fairtest.org/facts/template.html’ den Kasım 2006’da alınmıştır. (s.1-8).
FairTest. (2007 Aralık 17). The Dangerous Consequences of High-Stakes Standardized Testing. http://www.fairtest.org/facts/Dangerous%20 Consequences.html’den 29 Kasım 2006’da alınmıştır. (s. 1-3).
FairTest. (2007 Aralık 17). Multiple-Choice Tests. http://www.fairtest.org/facts/ mctfcat.html’ den 29 Kasım 2006’da alınmıştır.
Jones, K. (2000 Ekim). High Stakes vs. Democracy. http://www.fairtest.org/high-stakes-vs-democracy’ den 31Mart 2009’da alınmıştır.
ÖSYM. (2009) 2009 Öğrenci Seçme ve Yerleştirme Sistemi (ÖSYS) 2009-ÖSYS: YDS Soruları ve Yanıtları
ftp://dokuman.osym.gov.tr/2009/2009YDS/yds2009ingilizce.pdf

Thank you for copying data from http://www.arastirmax.com