İngilizce okutmanlarının sınıf içi sözlü değerlendirme uygulamaları üzerine bir araştırma

The purpose of is study is to investigate informal and formal oral assessment practices at tertiary level in Turkey with three dimensions; speaking activities, communicative competences and assessment types as mentioned in Common Framework of Reference for Languages (CEFRL). The other main concern of the study is to find out differences or similarities among these three dimensions in accordance with language instructors' academic majors. As data collection tool, an electronic questionnaire was sent to 82 participant language instructors from different universities in Turkey in the fall term of 2016-2017 academic year. The questionnaire had three sections apart from the demographic information section. The first part aimed to reveal most frequently used oral assessment activities in classes; the second part was designed to find out most frequently assessed communicative competences and the third part intended to reveal oral assessment perception of language instructors. The data which was collected through electronic questionnaire was analysed by using SPSS 22 software. Kruskal-Wallis test revealed some differences between participants' academic majors and their practices in three dimensions. As the research is descriptive, mean ranks, median values and central tendencies were compared by using the test method. Seven oral assessment activities were found to differ in frequency according to academic majors; two communicative competences showed statistically significant difference between majors and frequency of assessment; and six oral assessment types differed in approval levels in accordance with participants' academic majors. Participants from different majors tended to use some of the activities more frequently, they showed a tendency to assess some of the communicative competences more than the others and they had different perceptions of oral assessment when assessment types in CEFRL are considered. Key Words: Oral assessment activities, communicative competences in assessment, assessment perception, academic major