Hazırlık okulu İngilizce öğretmenlerinin yazma değerlendirme okuryazarlığı

Assessing writing has always been a major component of assessment in teachers' professional lives and takes up a major time on their workload. However, the number of studies which attempt to uncover the writing assessment literacy of Turkish EFL teachers is scarce. For this reason, the current study aimed to investigate the writing assessment beliefs, strategies, practices, and knowledge of Turkish EFL teachers at tertiary level as well as their writing challenges and future training needs. For this purpose, 94 participants completed the Writing Assessment Literacy Questionnaire, adapted from Crusan et al. (2016), answering forty-three multiple-choice questions and 5-item Likert-scale items. Also, fourteen teachers agreed to participate in the semi-structured interviews. Employing a convergent parallel design method (Creswell, 2015), the study revealed mixed results in terms of Turkish EFL teachers WAL beliefs, practices, strategies, and knowledge. On the other side, the qualitative analysis indicated that Turkish EFL teachers have differing beliefs in terms of writing assessment and that they employ a variety of writing practices and strategies. The study has also revealed what kind of future assessment training needs Turkish EFL teachers have. Finally, the study has laid out the pedagogical implications, the limitations, and suggestions for future studies.