Assessing success in teaching Turkish as a foreign language: Use of online assessment tools

The aim of this research is to comparatively examine the design, exam content, and functional features of online assessment tools that are actively used in education and training worldwide and to measure the usability of these tools in teaching Turkish as a foreign language. The research utilized a case study design, one of the qualitative research methods. In the first part of the study, six assessment tools (Easy Test Maker, Quiz Maker, Quizizz, Socrative, Testmoz, and WatuPRO) identified through literature review, web scanning, and expert opinions were examined using document analysis. A descriptive analysis was then conducted on the findings obtained from the tools' predetermined categories: web interface, question types, exam security, exam application, and exam results evaluation features. In the second part of the study, three exams prepared by the researcher for A1 and A2 levels in teaching Turkish as a foreign language were revised based on three expert opinions and transferred to online assessment tools. These exams were then administered to the participating students via remote connection. Content analysis of the data obtained through observation and researcher diary during the application and structured interviews after the application was carried out using the MAXQDA program. The differences in code distributions within categories determined by participants' scientific field, graduation status, and the number of foreign languages they know were analyzed using non-parametric tests with the SPSS 29 program. The results of the research showed that although online assessment tools have various strengths and weaknesses in terms of design, exam content, and functional features, they are generally inadequate in ensuring exam security and evaluating long and short written responses. It was also revealed that these tools do not have any effectiveness in measuring verbal interaction or defining absolute criteria for language proficiency. However, it was found that students generally have a positive attitude towards online assessment tools. Aside from the lack of reading texts and audio recordings accompanying the questions on exam pages, no significant negative attitudes towards the tools were identified among the students. As a result, it is possible to say that many positive features of online tools, such as saving time, spatial freedom, automatic evaluation, and providing rapid feedback, can positively impact the assessment processes in teaching Turkish as a foreign language. However, since these tools alone can hardly ensure exam security, it seems appropriate to use them only for in-class activities that do not affect passing grades in the language teaching process, without additional security measures or outside an exam center. It is believed that online tools could potentially replace face-to-face exams in the near future if they address critical issues such as exam security and the evaluation of written and oral production through rapidly developing artificial intelligence technologies.