İngiliz dili öğretmen adaylarının yabancı dilde ölçme-değerlendirme okuryazarlığının incelenmesi

Language assessment is an indispensable element of teaching because it has an impact on the quality of education. To better perform language assessment, language teachers must be assessment literate; that is, they must have the understanding of what language assessment is, why it is used, and how it is carried out to foster language teaching/learning. However, it is questionable how effectively language teachers are trained in terms of language assessment in the phase of teacher education. Therefore, the current study is designed to explore foreign language assessment literacy (FLAL) and the assessment training needs of pre-service English language teachers within 'English Language Testing and Evaluation (ELTE)' course offered at Anadolu University. Based on a descriptive research, this study collected data from different stakeholders about their opinions, experiences, needs and expectations by means of open-ended questions during 2017-2018 Academic Year: 10 course lecturers from 7 universities, 22 novice EFL teachers as the graduates of Anadolu University, and pre-service ELT teachers as the course-takers (before the course 164 and after the course 146 participants). The documents regarding the ELTE course content of the participant universities were also gathered, and document analysis for them was conducted. As a result of content analysis for open-ended questions, two themes revealed: 'The FLAL-ELTE Concept', and 'ELTE Course-related Issues'. In terms of the concept, though most participants were aware of what it means, they focused only on the notion of testing, summative assessment, the testing purposes of diagnostics and achievement, and the knowledge base of assessment literacy. Considering ELTE course, all the participants found it beneficial and sufficient, and there was a positive change after the course. Yet, most of them underlined that the content was devoted to only language testing and it was too theoretical as also supported by the documents. Moreover, they discussed that the content was deprived of practical side, integrated language testing, interpretation and evaluation skills, the contextual or local needs about language assessment. Thus, there is a need to revise the course content to respond to the assessment training needs of pre-service teachers in order to help them to be more competent with respect to LAL. Accordingly, in the light of the findings, certain implications were shared.