İNGİLİZCE ÖĞRETMENLİĞİ PROGRAMINDA STANDART DEĞERLENDİRME VE ALTERNATİF DEĞERLENDİRME

Abstract

Classroom-based assessment practices within English as Second/Foreign Language (ESL/EFL) contexts have started to appear in the literature. Despite the importance of assessment in FL teaching, studies on different assessment methods at college level FL have remained limited. This study investigates the assessment in an elective course and aims to analyze the scores obtained through a standard assessment tool and two alternative assessment tools. It makes a comparison and contrast between the success levels of ten highest multiple-choice test scorers and ten lowest multiple-choice test scorers in two other tools. A multiple-choice test, a translation task and an oral presentation task were given to the participants to investigate whether there are differences in students\' levels of FL knowledge recognition, of FL knowledge transmission or pseudo-communication, and of FL knowledge application. Ten highest multiple-choice test scorers and ten lowest multiple-choice test scorers were chosen and their scores in oral presentation and translation were compared to their multiple-choice test scores. Results reveal that assessing EFL learners only through a single tool may not be objective, and that assessment tools should be diversified. If the assessment had been made only by means of the multiple-choice test, some test-wise students would have been favoured and some others would have been misassessed. It is likely that fairness and validity were almost realised by taking the average of the scores obtained through three tools, tapping different skills and knowledge areas of the students.