Classroom assessment in the teaching Turkish as a foreign language

The improvementof the inviduals who have attended the program in the process of the learning and teaching, have to be observed through the effective methods. Identifying status related to learning process is expected to be done in language classes, as well. Therefore, it was aimed to determine which in class measurement and evaluation techniques, how often and haow the instructors have employed in programs of school in which Turkish is used as foreign language and it was aimed to identify the measurement and evaluation approaches which the instructors have preferred. The participants of the research which has been designed as descriptive study, are nine Turkish language instructors(four males, five females) who have worked in Turkish Teaching Application and Reseach Center at Karabük University. Two kinds of data were collected during the process. First of all, the courses in Turkish preparatory school were observed. It was noted which measurement and evaluation technique the instructors had employed and how often they had done that. It was also noted the levels related to applied techniques and all the activities which had been done in class about measurement and evaluation. In this process, the observation form was used which had been prepared by the researcher according to observation checklist. After the observation, semi-structured intervews was conducted with lecturers who had worked at university. Thanks to interviews, it was aimed to determine the measurement and evaluation approaches which the instructors have preferred. The data which had been collected during the interviews, was examined through the content analysis. As a result, it was reported that the methods "filling in the blanks" and "question-answer" were mostly used for in class measurement and evaluation; result oriented evaluation was focused as an enterprise and systematic alternative assessment approach wasn't preferred on purpose of observing the learners' improvement and giving feedback; the instructors didn't know the alternative process based evaluation or formative one but it appeared that they believe it will be positive to learn and reflect on training. İn this respect, the in-service training about alternative evaluation must be provided for instructors.