Eğitsel Değerlendirmeyi Tanımlamada Avrupa Standartlarının Kullanımı: Öğretmen-Ölçen Yordamı ve Yönetici Kontrolü

Abstract

This study aims to scrutinize the
 utilization of the European guidelines in testing and assessment practices of
 non-formal English language schools. Providing insights from a mixed-methods
 research design, the quantitative data were gathered from the English language
 teachers, who were also working as test (-item) developers at three private institutions
 renowned for quality with the highest course attendee capacity and branches in
 Turkey to reveal teacher-tester attributes, whereas qualitative data were
 gathered from the directors of these private institutions to screen directors’
 control. The results have yielded that (1) the kinds of assessment in use allow
 for feedback on the performance of the on-going educational system; (2) the
 overall evaluation of the total program, and assessment of educational systems
 are taken into consideration in testing procedures to some extent; (3) what is
 good for the individual in assessment does not thoroughly align with the United
 Nations Convention on the Rights of the Child; (4) the assessment applied in
 the selected private institutions does not mainly cover standardized tests. The
 results are discussed, and laced with suggestions to improve the quality of
 current testing and assessment practices by the exploitation of the European
 Framework of Standards for Educational Assessment (AEA- Europe 2012) regarding
 non-formal private institutions as the arteries of Turkish education economy.