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Evaluation Process in English Teaching Program

Year 2019, Volume: 5 Issue: 2, 38 - 62, 30.07.2019

Dilek Büyükahıska

Abstract

In recent years,
there has been a growing interest in the employment of effective evaluation and
assessment techniques to meet the demands of 21st century foreign language
instructional practices. A further shift has also taken place to initiate innovative
and alternative assessment procedures in the continually changing and highly
demanding foreign language teaching contexts. In a sense, this review study
mainly focuses its discussion on evaluation process in English language
teaching program. At first, some common terminology identified in the recent language
evaluation literature are clarified elaborately. Next, an overview of the
paradigm shift from traditional assessment to alternative assessment in English
as a foreign language (EFL) context is elucidated. In particular, English
language program followed in primary and secondary education in Turkey was
another major issue to be held in research paper. Therefore, testing techniques
for the assessment of language skills are discussed extensively in line with the
requirements of English language program. Finally, necessary suggestions were advanced as to
the ways to make English language teachers use the alternatives in language
assessment.

Keywords

Evaluation Assesment English Language Teaching

References

  • Abbas, Z. (2012). Difficulties in using methods of alternative assessment in teaching from Iraqi instructors’ points of view. AL-Fatih Journal, 48, 23-45.
  • Abedi, J. (2010). Performance assessments for English language learners. Stanford, CA: Stanford University, Stanford Center for Opportunity Policy in Education.
  • Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18.
  • Bachman, L. & Palmer, A. (2010). Language assessment in practice. Oxford: Oxford University Press.
  • Bachman, L. F. (1990). Fundamental considerations in language testing. New York: Oxford University Press.
  • Backman, L. O. and Klinghammer, S. J. (2006). Shaping the way we teach English instructor's manual. Washington: University of Oregon.
  • Bayyurt, Y. & Alptekin, C. (2000). EFL syllabus design for Turkish young learners in bilingual school contexts. J. Moon & M. Nikolov (Eds.). Research into teaching English to young learners (pp. 312-322). Pécs: Pécs University Press.
  • Bayyurt, Y. (2013). Foreign language learning for young learners in 4+4+4 education system. Sarıçoban, A. & Öz, H. (Eds.), Hacettepe Üniversitesi Eğitim Fakültesi İngiliz Dili Eğitimi Anabilim Dalı 1. Yabancı Dil Eğitimi Çalıştayı Bildirileri (Proceedings of the 1st National Workshop on Foreign Language Education) (pp. 115-125). Ankara: Hacettepe University Publishing House.
  • Brindley, G. (2001). Assessment. In R. Carter & D. Nunan (Eds.), The Cambridge guide to speakers of other languages (pp.137-144). Cambridge: Cambridge University Press.
  • Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. (3rd Edition). New York: Pearson Education, Inc.
  • Brown, H.D. & Abeywickrama, P (2010). Language assessment: Principles and classroom practices. (2nd Edition). New York: Pearson Education, Inc.
  • Brown, J. D. & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32(4): 653–675.
  • Brown, S. (2003). Assessment that works at work. The Newsletter for the Institute of Learning and Teaching in Higher Education. 11, 6–7.
  • Bryant, S. L., & Timmins, A.A. (2002). Portfolio assessment: Instructional guide (Second Edition). Hong Kong: Hong Kong Institute of Education.
  • Chapelle, C. A. (2010). Technology in language testing [video]. Retrieved from http://languagetesting.info/video/main.html
  • Ching, Y.-H. & Hsu, Y.-C. (2011). Design-grounded assessment: A framework and a case study of Web 2.0 practices in higher education. Australasian Journal of Educational Technology, 27(5), 781-797.
  • Clapham, C. (2000). Assessment and testing. Annual Review of Applied Linguistics, 20, 147-161. Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Cambridge University Press.
  • Davis, M. H. and Ponnamperuma, G. G. (2005). Portfolio assessment. Journal of Veterinary Medical Education, 32(3), 279-284.
  • Demirezen, M. (2013). Testing. In A Sarıçoban (Ed.), Öğretmenlik alan bilgisi testi: İngilizce öğretmenliği (pp. 165- 194). Ankara: Murat Yayınları.
  • Desheng, C. & Varghese, A. (2013). Testing and evaluation of language skills. IOSR Journal of Research & Method in Education (IOSR-JRME), 1(2), 31-33.
  • Dickins, P. R (2008). Classroom assessment. In T. Hedge (Ed.), Teaching and learning in the language classroom. (pp. 375-403). Oxford: Oxford University Press.
  • Dikli, S. (2003). Assessment at a distance: Traditional vs. alternative assessments. The Turkish Online Journal of Educational Technology – TOJET, 2(3), 13-19.
  • Du-Plessis, J., Prouty, D., Schubert, J., Habib, M. & George, E. S. (2003). Continuous assessment. A practical guide for teachers. Washington, DC: American Institute for Research.
  • Eckes, T., Ellis, M., Kalnberzia, V., Pizorn, K., Springer, C., Szollas, K & Tsagari, C. (2005). Progress and problems in reforming public language examinations in Europe: cameos from the Baltic States, Greece, Hungary, Poland, Slovenia, France and Germany. Language Testing, 22(3), 355–377.
  • Elyıldırım, S., & Ashton-Hay, S. (2006). Creating positive attitudes towards English as a foreign language. English Teaching Forum, 44(4). Retrieved from http://eprints.qut.edu.au/12256/
  • Ersöz, A. (2010). Teaching English to young learners. Ankara: EDM. European Centre for Modern Languages of the Council of Europe. Retrieved from http://www.ecml.at/ Gardner, D. (2000). Self-assessment for autonomous language learners. Links & Letters, 7, 49-60.
  • Genesee, F. (2001), Evaluation, In Carter, R., Nunan, D. (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 144-150). Cambridge: Cambridge University Press.
  • Goodrich, H. (1997). Understanding rubrics. Educational Leadership, 54 (4), 14-18.
  • Gürsoy, E., Korkmaz, Ş. Ç., & Damar, E. A. (2013). Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voice. Eurasion Journal of Educational Research, 53, 59-74.
  • Hamayan, E.V. (1995). Approaches to alternative assessment. Annual Review of Applied Linguistics, 15, 212-226.
  • Harmer, J. (2007). The practice of English language teaching. (4th Edition). Pearson Education Limited.
  • Hashemian, M. & Fadaei, B. (2013). Fostering EFL learners’ autonomy in light of portfolio assessment: Exploring the potential impact of gender. Iranian Journal of Language Teaching Research, 1(2),135-151.
  • Heaton, J. B. (1990). Writing English language tests. New York: Longman Group UK Limited.
  • Hughes, A. (2003). Testing for language teachers. (2nd Edition). Cambridge: Cambridge University Press.
  • İnceçay, G. (2012). Turkey’s foreign language policy at primary level: Challenges in practice. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 1(1), 53-62.
  • Iseni, A. (2011). Assessment, testing and correcting students’ errors and mistakes. Language Testing in Asia, 1 (3), 60-90.
  • Katz, A. (2013). Assessment in second language classrooms. In M. Celce- Murcia, D. M. Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language. (4th Edition) (pp. 320-340). Boston, MA: Heinle ELT.
  • Kırkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684.
  • Kocaoluk, F. & Kocaoluk, M.S. (2001). İlköğretim okulu program 1999-2000 [Primary education curriculum 1999-2000]. İstanbul: Kocaoluk Publishers.
  • Kroll, B. (1991). Teaching writing English in the ESL context in Murica, teaching English as a second language. Newyork: Newburry house
  • Kunnan, A. J., & Grabowski, K. (2013). Large- scale language assessment. In M. Celce-Murcia, D. M. Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language. (4th Edition) (pp. 204-320). Boston, MA: Heinle ELT.
  • McNamara, T. (2000). Language testing. New York: Oxford University Press.
  • MEB (Milli Eğitim Bakanlığı), (2013). Orta öğretim kurumlarına geçiş yönergesi, birinci kısım, tanımlar, madde: 4. Tebliğler Dergisi, Kasım 2007/2602.
  • MEB (Milli Eğitim Bakanlığı). (2018). İlköğretim kurumları (ilkokullar ve ortaokullar) İngilizce dersi öğretim programı. Ankara. http://ttkb.meb.gov.tr/program2.aspx?islem=1&kno=214
  • Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Nation, I.S.P. & Macalister, J. (2010). Language curriculum design. New York: Routledge.
  • Popham, J. W. (2001). Teaching to the test. Educational Leadership, 58(6), 16–20.
  • Puppin, L. (2007). A paradigm shift: From paper-and-pencil tests to performance-based assessment. English Teaching Forum, 45(4),10-17.
  • Richard, J. C., & Renandy, W. A. (2002). Methodology in language teaching. Cambridge. Cambridge University Press.
  • Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
  • Richardson, E. (2003). Scoring performance assessments: Checklists, rating scales and rubrics. http://www.alabamapepe.com/profdevmodule/scoring/scoring.pdf
  • Salmani Nodoushan, M. A. (2008). Performance assessment in language testing. Journal on School Educational Technology, 3(4), 1-7.
  • Shrestha, P. (2013). Alternative assessment approaches in primary English language classrooms. Journal of NELTA, 18(1-2) 148-163.
  • Solak, E. & Avcı, D. (2015). Evaluation of Dyned software language program from teachers’ perspective. International Journal of Social Science, 31, 235-247.
  • Stoynoff, S. (2012). Looking backward and forward at classroom-based language assessment. ELT Journal, 66(4),523-532.
  • Suvorov, R., & Hegelheimer, V. (2013). Computer-assisted language testing. In A. J. Kunnan (Ed.), Companion to language assessment (pp. 593-613). Malden, MA: Wileyu Blackwell.
  • White, R. V. (1988). The ELT curriculum. design, innovation and management. Oxford: Basil Blackwell Ltd.
  • Woessmann, L. (2002). How central exams affect educational achievement: International evidence from TIMSS and TIMSS-repeat. Harvard University program on education policy and governance working paper No. PEPG/02-10.
  • Yıldırım, R. (2013). The portfolio effect: Enhancing Turkish ELT student-teachers’ autonomy. Australian Journal of Teacher Education, 38(8), 92-110.

Year 2019, Volume: 5 Issue: 2, 38 - 62, 30.07.2019

Dilek Büyükahıska

Abstract

References

  • Abbas, Z. (2012). Difficulties in using methods of alternative assessment in teaching from Iraqi instructors’ points of view. AL-Fatih Journal, 48, 23-45.
  • Abedi, J. (2010). Performance assessments for English language learners. Stanford, CA: Stanford University, Stanford Center for Opportunity Policy in Education.
  • Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18.
  • Bachman, L. & Palmer, A. (2010). Language assessment in practice. Oxford: Oxford University Press.
  • Bachman, L. F. (1990). Fundamental considerations in language testing. New York: Oxford University Press.
  • Backman, L. O. and Klinghammer, S. J. (2006). Shaping the way we teach English instructor's manual. Washington: University of Oregon.
  • Bayyurt, Y. & Alptekin, C. (2000). EFL syllabus design for Turkish young learners in bilingual school contexts. J. Moon & M. Nikolov (Eds.). Research into teaching English to young learners (pp. 312-322). Pécs: Pécs University Press.
  • Bayyurt, Y. (2013). Foreign language learning for young learners in 4+4+4 education system. Sarıçoban, A. & Öz, H. (Eds.), Hacettepe Üniversitesi Eğitim Fakültesi İngiliz Dili Eğitimi Anabilim Dalı 1. Yabancı Dil Eğitimi Çalıştayı Bildirileri (Proceedings of the 1st National Workshop on Foreign Language Education) (pp. 115-125). Ankara: Hacettepe University Publishing House.
  • Brindley, G. (2001). Assessment. In R. Carter & D. Nunan (Eds.), The Cambridge guide to speakers of other languages (pp.137-144). Cambridge: Cambridge University Press.
  • Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. (3rd Edition). New York: Pearson Education, Inc.
  • Brown, H.D. & Abeywickrama, P (2010). Language assessment: Principles and classroom practices. (2nd Edition). New York: Pearson Education, Inc.
  • Brown, J. D. & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32(4): 653–675.
  • Brown, S. (2003). Assessment that works at work. The Newsletter for the Institute of Learning and Teaching in Higher Education. 11, 6–7.
  • Bryant, S. L., & Timmins, A.A. (2002). Portfolio assessment: Instructional guide (Second Edition). Hong Kong: Hong Kong Institute of Education.
  • Chapelle, C. A. (2010). Technology in language testing [video]. Retrieved from http://languagetesting.info/video/main.html
  • Ching, Y.-H. & Hsu, Y.-C. (2011). Design-grounded assessment: A framework and a case study of Web 2.0 practices in higher education. Australasian Journal of Educational Technology, 27(5), 781-797.
  • Clapham, C. (2000). Assessment and testing. Annual Review of Applied Linguistics, 20, 147-161. Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg: Cambridge University Press.
  • Davis, M. H. and Ponnamperuma, G. G. (2005). Portfolio assessment. Journal of Veterinary Medical Education, 32(3), 279-284.
  • Demirezen, M. (2013). Testing. In A Sarıçoban (Ed.), Öğretmenlik alan bilgisi testi: İngilizce öğretmenliği (pp. 165- 194). Ankara: Murat Yayınları.
  • Desheng, C. & Varghese, A. (2013). Testing and evaluation of language skills. IOSR Journal of Research & Method in Education (IOSR-JRME), 1(2), 31-33.
  • Dickins, P. R (2008). Classroom assessment. In T. Hedge (Ed.), Teaching and learning in the language classroom. (pp. 375-403). Oxford: Oxford University Press.
  • Dikli, S. (2003). Assessment at a distance: Traditional vs. alternative assessments. The Turkish Online Journal of Educational Technology – TOJET, 2(3), 13-19.
  • Du-Plessis, J., Prouty, D., Schubert, J., Habib, M. & George, E. S. (2003). Continuous assessment. A practical guide for teachers. Washington, DC: American Institute for Research.
  • Eckes, T., Ellis, M., Kalnberzia, V., Pizorn, K., Springer, C., Szollas, K & Tsagari, C. (2005). Progress and problems in reforming public language examinations in Europe: cameos from the Baltic States, Greece, Hungary, Poland, Slovenia, France and Germany. Language Testing, 22(3), 355–377.
  • Elyıldırım, S., & Ashton-Hay, S. (2006). Creating positive attitudes towards English as a foreign language. English Teaching Forum, 44(4). Retrieved from http://eprints.qut.edu.au/12256/
  • Ersöz, A. (2010). Teaching English to young learners. Ankara: EDM. European Centre for Modern Languages of the Council of Europe. Retrieved from http://www.ecml.at/ Gardner, D. (2000). Self-assessment for autonomous language learners. Links & Letters, 7, 49-60.
  • Genesee, F. (2001), Evaluation, In Carter, R., Nunan, D. (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 144-150). Cambridge: Cambridge University Press.
  • Goodrich, H. (1997). Understanding rubrics. Educational Leadership, 54 (4), 14-18.
  • Gürsoy, E., Korkmaz, Ş. Ç., & Damar, E. A. (2013). Foreign language teaching within 4+4+4 education system in Turkey: Language teachers’ voice. Eurasion Journal of Educational Research, 53, 59-74.
  • Hamayan, E.V. (1995). Approaches to alternative assessment. Annual Review of Applied Linguistics, 15, 212-226.
  • Harmer, J. (2007). The practice of English language teaching. (4th Edition). Pearson Education Limited.
  • Hashemian, M. & Fadaei, B. (2013). Fostering EFL learners’ autonomy in light of portfolio assessment: Exploring the potential impact of gender. Iranian Journal of Language Teaching Research, 1(2),135-151.
  • Heaton, J. B. (1990). Writing English language tests. New York: Longman Group UK Limited.
  • Hughes, A. (2003). Testing for language teachers. (2nd Edition). Cambridge: Cambridge University Press.
  • İnceçay, G. (2012). Turkey’s foreign language policy at primary level: Challenges in practice. International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 1(1), 53-62.
  • Iseni, A. (2011). Assessment, testing and correcting students’ errors and mistakes. Language Testing in Asia, 1 (3), 60-90.
  • Katz, A. (2013). Assessment in second language classrooms. In M. Celce- Murcia, D. M. Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language. (4th Edition) (pp. 320-340). Boston, MA: Heinle ELT.
  • Kırkgöz, Y. (2009). Globalization and English language policy in Turkey. Educational Policy, 23(5), 663-684.
  • Kocaoluk, F. & Kocaoluk, M.S. (2001). İlköğretim okulu program 1999-2000 [Primary education curriculum 1999-2000]. İstanbul: Kocaoluk Publishers.
  • Kroll, B. (1991). Teaching writing English in the ESL context in Murica, teaching English as a second language. Newyork: Newburry house
  • Kunnan, A. J., & Grabowski, K. (2013). Large- scale language assessment. In M. Celce-Murcia, D. M. Brinton & M. A. Snow (Eds.), Teaching English as a second or foreign language. (4th Edition) (pp. 204-320). Boston, MA: Heinle ELT.
  • McNamara, T. (2000). Language testing. New York: Oxford University Press.
  • MEB (Milli Eğitim Bakanlığı), (2013). Orta öğretim kurumlarına geçiş yönergesi, birinci kısım, tanımlar, madde: 4. Tebliğler Dergisi, Kasım 2007/2602.
  • MEB (Milli Eğitim Bakanlığı). (2018). İlköğretim kurumları (ilkokullar ve ortaokullar) İngilizce dersi öğretim programı. Ankara. http://ttkb.meb.gov.tr/program2.aspx?islem=1&kno=214
  • Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Nation, I.S.P. & Macalister, J. (2010). Language curriculum design. New York: Routledge.
  • Popham, J. W. (2001). Teaching to the test. Educational Leadership, 58(6), 16–20.
  • Puppin, L. (2007). A paradigm shift: From paper-and-pencil tests to performance-based assessment. English Teaching Forum, 45(4),10-17.
  • Richard, J. C., & Renandy, W. A. (2002). Methodology in language teaching. Cambridge. Cambridge University Press.
  • Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.
  • Richardson, E. (2003). Scoring performance assessments: Checklists, rating scales and rubrics. http://www.alabamapepe.com/profdevmodule/scoring/scoring.pdf
  • Salmani Nodoushan, M. A. (2008). Performance assessment in language testing. Journal on School Educational Technology, 3(4), 1-7.
  • Shrestha, P. (2013). Alternative assessment approaches in primary English language classrooms. Journal of NELTA, 18(1-2) 148-163.
  • Solak, E. & Avcı, D. (2015). Evaluation of Dyned software language program from teachers’ perspective. International Journal of Social Science, 31, 235-247.
  • Stoynoff, S. (2012). Looking backward and forward at classroom-based language assessment. ELT Journal, 66(4),523-532.
  • Suvorov, R., & Hegelheimer, V. (2013). Computer-assisted language testing. In A. J. Kunnan (Ed.), Companion to language assessment (pp. 593-613). Malden, MA: Wileyu Blackwell.
  • White, R. V. (1988). The ELT curriculum. design, innovation and management. Oxford: Basil Blackwell Ltd.
  • Woessmann, L. (2002). How central exams affect educational achievement: International evidence from TIMSS and TIMSS-repeat. Harvard University program on education policy and governance working paper No. PEPG/02-10.
  • Yıldırım, R. (2013). The portfolio effect: Enhancing Turkish ELT student-teachers’ autonomy. Australian Journal of Teacher Education, 38(8), 92-110.
There are 58 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Educational Sciences and Field Education Studies
Authors

Dilek Büyükahıska

Publication Date July 30, 2019
Submission Date January 29, 2019
Acceptance Date July 11, 2019
Published in Issue Year 2019 Volume: 5 Issue: 2

Cite

APA Büyükahıska, D. (2019). Evaluation Process in English Teaching Program. Gazi Eğitim Bilimleri Dergisi, 5(2), 38-62.
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