Türkiye'deki İngilizce öğretmenlerinin yazma değerlendirme okuryazarlığı, inançlar, stratejiler ve uygulamalar

Second language assessment literacy has received a lot of attention in the past few decades. In this respect, the present study was an attempt to investigate instructors writing assessment literacy, beliefs, strategies, and practices of EFL university instructors in the Turkish context. The study employed a sequential explanatory mixed methods design, including both qualitative and quantitative approaches with respect to the data collection and data analysis phases of the study. To achieve more accurate results, four instruments were employed in the present study based on the theoretical principles of EFL teacher writing assessment literacy in the literature. The instruments were writing assessment literacy inventory (Crusan, Plakans & Gebril, 2016), a semi-structured interview with the EFL instructors taking part in the study, a semi-structured interview with EFL learners taking part in the study, L2 writing assessment rubric, and EFL leaners' writing portfolios. In the first step of the quantitative phase of the current study, the sample participants who were EFL instructors, experts, and students were selected. Hence, 315 EFL instructors working in the preparatory schools affiliated to different universities in Turkey were randomly selected from among a total number of 900 EFL teachers. Moreover, 32 EFL instructors of Preparatory School of Gazi University in Ankara were randomly selected to take part in the pilot study phase in which reliability of the inventory was estimated. In addition, three TEFL PhD holders experienced in teaching and assessing L2 writing were consulted in the expert judgment validity process. In the qualitative phase of the study, which followed the quantitative phase, ten EFL instructors (5 males and 5 females) teaching at preparatory schools also took part in the study as the focus group based on a criterion-based selection method. These EFL instructors were interviewed in terms of their views concerning the EFL teachers' challenges in assessing writing and their needs in assessing writing. In another step of the qualitative phase of the study, 10 randomly selected EFL students (5 males and 5 females) took part in the study. Likewise, these EFL learners were interviewed in terms of their views concerning the real assessment practices of their teachers in the EFL classroom.The quantitative data were analyzed through employing SPSS software. In this respect, strategies, knowledge, beliefs, and practices were taken into consideration. Also, a conceptual model was developed based on the quantitative data analysis through employing a Structural Equation Model (SEM) which encompassed beliefs, practices, and knowledge as the underling constructs estimating writing assessment literacy (knowledge) of the EFL instructors taking part in the study. The qualitative data were analyzed using thematic and content analyses. The study results revealed that EFL instructors of Preparatory Schools in Turkey are equipped to have moderate knowledge of writing assessment literacy. Also, their beliefs in employing assessment literacy standards in L2 writing assessment and its related methods are valuable and appreciated presenting their awareness of the issue. In addition, they claim to have used specific assessment-related strategies and practices in the L2 classroom. However, the results of interviews with the students and real classroom conducts of the teachers do not concord with what they claim. In fact, the study findings indicated a significant difference between claimed and real assessment practices of English instructors. The findings imply that EFL instructors' writing assessment literacy on educational assessment is inadequate as in practice they cannot perform well, while theoretically, they are knowledgeable enough. Therefore, continuous in-service training programs on educational assessment and writing assessment literacy should be taken into consideration to cater to problems of low level of writing assessment literacy.