A research on the opinions of Turkish teachers about assessment and evaluation in four fundamental language skills

Measurement and evaluation, which we encounter at almost every stage of education and training, is a very important field in terms of determining the level of the achievements determined in line with the goals and objectives. With the adoption of the constructivist approach, the place and importance of measurement and evaluation in education has increased even more. When we look at the literature, it is seen that studies on the measurement and evaluation of four basic language skills are insufficient. This research was conducted in order to close this gap in the literature. Purpose of the research is to determine the knowledge levels of Turkish teachers about measurement and evaluation tools, methods and techniques in four basic language skills, and to determine their views on measurement and evaluation tools, methods and techniques presented with the measurement and evaluation approach in the Turkish Program. In addition, to determine the measurement tools, methods and techniques that Turkish teachers use in the measurement and evaluation of four basic language skills, in which areas and how often they use these tools, methods and techniques, to determine the problems they encounter in the measurement and evaluation of the four basic language skills, and to determine both these problems and the measurement and evaluation. It is also one of the aims of the research to include suggestions about the process. This research is a qualitative study to examine the views of Turkish teachers on the measurement and evaluation of four basic language skills in Turkish teaching. In the research, interview method was used within the framework of qualitative research approach. In this study, semi-structured interview method was preferred in order to obtain in-depth information. A semi-structured interview form consisting of twenty-four open-ended questions was prepared. The data obtained as a result of the interviews conducted under the guidance of the questions in the semi-structured interview form were examined in depth with the content analysis technique. The data subjected to content analysis was summarized and interpreted by creating some codes and themes. The research report was created within this framework. The study group of this research consists of twenty-five Turkish teachers with different seniority and age in different regions of Turkey. As a result of the research; It has been determined that Turkish teachers have some misconceptions and lack of knowledge about measuring and evaluating four basic language skills. Within the scope of the research, in measuring and evaluating the four basic language skills of Turkish teachers; It has been determined that they think that they should have in-depth knowledge of the four basic language skills, the measurement and evaluation approach, method-technique and tools. At the end of this study, Turkish teachers tried to consider individual differences in assessment and evaluation; however, it has emerged that there are some factors that make it difficult. In addition, it was concluded that Turkish teachers mostly benefited from question-answer, open-ended questions, self-assessment, peer assessment and observation forms in the measurement and evaluation of basic language skills. Turkish teachers determine the readiness of their students with methods and tools such as pre-test, prepared-imprepared speaking, summarizing, and reading aloud. Finally, it was concluded in this study that teachers benefited from self-assessment and portfolio for students' self-evaluation.