Exploring how ELT teachers perceive and practice English language assessment

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dc.authoridAli Işık / 0000-0002-3305-7922en_US
dc.authorscopusidAli Işık / 44661574600
dc.authorwosidAli Işık / AAK-7251-2021
dc.contributor.authorIşık, Ali
dc.date.accessioned2021-05-04T09:57:34Z
dc.date.available2021-05-04T09:57:34Z
dc.date.issued2021en_US
dc.departmentİstinye Üniversitesi, İnsan ve Toplum Bilimleri Fakültesi, İngiliz Dili ve Edebiyatı Bölümüen_US
dc.description.abstractAs a well-designed language education program naturally requires a well-designed assessment component, the pivotal role of assessment in language education needs to be stressed. This study focuses on how English language teaching (ELT) teachers receive training in English language assessment, and how they perceive and practice assessment in Turkey. The study was conducted with the participation of 198 ELT teachers from 24 K-12 level schools and eight universities. A mixed-methods research design was chosen and the data were collected through a questionnaire, follow-up interviews, observations, personal conversations, and sample exam evaluations. The findings indicated that the assessment practices of the teachers were shaped by the teachers’ language learning and teaching experiences, their intuition, adherence to assessment traditions, and the emulation of what other teachers conducted to conform to group norms. It was also observed that as the teachers did not receive proper pre-service and in-service assessment training, their assessment knowledge was low. Moreover, it was found that the assessment component of teacher training programs remained peripheral and did not help equip teachers with assessment-related theoretical knowledge and practical skills. Finally, the assessment quality in these schools was found to be low and assessment was taken as a formal requirement to grade students. In the final part of the paper, some suggestions for effective assessment are put forward.en_US
dc.identifier.citationIsik, A. (2021). Exploring How ELT Teachers Perceive and Practice English Language Assessment. Journal of Language and Education, (1), 111-129.en_US
dc.identifier.doi10.17323/jle.2021.10296en_US
dc.identifier.endpage126en_US
dc.identifier.issn2411-7390en_US
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85104390083en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage109en_US
dc.identifier.urihttps://www.doi.org/10.17323/jle.2021.10296
dc.identifier.urihttps://hdl.handle.net/20.500.12713/1721
dc.identifier.volume1en_US
dc.identifier.wosWOS:000637200000008en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorIşık, Ali
dc.language.isoenen_US
dc.publisherNational Research University, Higher School of Econoimicsen_US
dc.relation.ispartofJournal of Language and Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectAssessmenten_US
dc.subjectEnglish Language Teachersen_US
dc.subjectEnglish Teachingen_US
dc.subjectTeacher Trainingen_US
dc.subjectTestingen_US
dc.titleExploring how ELT teachers perceive and practice English language assessmenten_US
dc.typeArticleen_US

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