KPDS ve ÜDS'nin akademisyenlerin dil öğrenimine etkisi: Nevşehir örneği

The influence that a test has on learning and teaching is defined as washback effect. Washback effect can be divided into three categories; positive, negative, or neutral. If a test influences learning in a positive way, it is called as positive washback. However, if it influences the learning process in a negative way, then it is called negative washback. If a test does not affect education in any way, then it is called neutral washback. The purpose of this study is to find out the washback effects of two high-stake tests, KPDS and ÜDS, on the language development of academic personnel. The study was conducted at Nevsehir University. A questionnaire and interviews with academicians were used to collect the data. The questionnaire part focused on 103 academic personnel. For the interview part, two assistant professors and two research assistants were interviewed face to face. To analyze the data a program called SPSS version 19.0 was used. In order to better understand the data obtained from the surveys, descriptive statistics (mean, SD, frequency and percentage) of the data were presented. As for results, it has been found out that KPDS and ÜDS had some positive and negative washback effects on different skills. Reading is the only skill on which these exams had positive washback effect. Most of the participants agreed that they studied to improve their reading comprehension since it was widely tested in KPDS and ÜDS. In addition, KPDS and ÜDS had positive washback effect on vocabulary. Finally grammar is also positively affected by KPDS and ÜDS. As to listening, speaking, and writing, since KPDS and ÜDS do not test these skills, these exams had strong negative effects on these skills. Furthermore, the participants also suggested that if KPDS and ÜDS tested listening, speaking, and writing they would study to improve these skills.