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ÇOKTAN-SEÇMELİ ÖLÇÜNLENDİRİLMİŞ SINAVLARIN GEÇERLİLİK ÖLÇÜTÜ BAĞLAMINDA DEĞERLENDİRİLMESİ

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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.
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

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