Yabancı dil olarak İngilizce öğretim görevlilerinin dil ölçme-değerlendirme bilgisinin araştırılması

Assessment is an indispensable part of every learning context. To be able to ensure the improvement of their learners, EFL teachers need to possess adequate knowledge and skills in assessing learning in their classroom. Regarding this, it is a crucial requirement for English language teachers to adapt, construct and implement a range of proper assessment instruments for various decisions. Language assessment knowledge is, therefore, an integral facet of every language teacher's professional development. Given this role of assessment knowledge in today's foreign language teachers' professional life, this study aims to investigate knowledge level of in-service EFL instructors in general and skill-based language assessment at state universities in Turkey. Another aim of the study was to find out the impact of gender, years of work experience and experience in an assessment unit on English instructors' assessment knowledge levels. The study also aimed to find out language assessment practices, beliefs and suggestions of the EFL instructors who are knowledgeable in language assessment area. A mixed-methods research design was used to collect both quantitative and qualitative data in this study. In the quantitative data collection process, a scale (LAKS) developed by Ölmezer-Öztürk and Aydın (2018a) was used. For the qualitative research, semi-structured interviews were conducted with 3 open ended questions developed by the researcher. A total of 114 EFL in-service instructors working at schools of foreign languages in four different state universities participated in the study. In addition, 8 EFL instructors who could answer minimum 70 % of the questions in the scale correctly were interviewed. In the analysis of quantitative data, descriptive statistics, two-way ANOVA and Pearson Correlation tests were used. The data collected through semi-structured interviews were analysed with coding and textual analysis methods. The results of the study indicated that the in-service EFL instructors working at schools of foreign languages in state universities in Turkey have only limited knowledge in general and skill-based language testing and assessment. According to the findings, it was found that having work experience as a member of an assessment unit has a statistically significant effect on the EFL instructors' assessment knowledge. On the other hand, the findings of the study show that there is no statistically significant impact of gender difference on assessment knowledge levels of the instructors. It is also found that there is no correlation between the years of work experience and assessment knowledge level. The findings of the qualitative data indicated that the English instructors who are knowledgeable in language assessment improved their proficiency in assessment knowledge with the help of analysing sample assessment tools, developing classrooms materials that involve test-like tasks and receiving feedback from peers or a more qualified assessment developer. In addition, the main advantage of assessment knowledge was reported as the creation of better learning atmospheres for the learners by the participants. Also, the participants suggested provision of training on theoretical and practical aspects of language assessment to EFL instructors and encouraging them to follow the new developments and trends in assessment field in order to help them improve their knowledge in assessment. Analysing quantitative and qualitative data, suggestions were presented for the related institutions, EFL instructors and further academic studies.