Turkish Language Teachers' Formative Assessment Competencies and Barriers for Formative Assessment: A Mixed-Methods Study
DOI:
https://doi.org/10.47750/pegegog.14.04.44Keywords:
Formative assessment, Turkish language teacher, teacher competency, mixed method researchAbstract
This mixed method study aims to examine Turkish language teachers' formative assessment competencies and to identify the barriers affecting these competencies. Designed according to a sequential explanatory design, 76 Turkish langauge teachers participated in the questionnaire in the first phase of the study and 7 Turkish language teachers participated in the semi-structured interview in the second phase of the study. Quantitative findings showed that teachers were not at the desired level in the dimensions of formative assessment including assessment competence, time allocated to language skills and feedback. The qualitative findings revealed four themes that are considered barriers to formative assessment including teaching environment and conditions, students, teachers, and family-community. The results indicate that there is a need to improve teacher competencies in formative assessment, to allocate separate class hours to language skills development processes, to expand national policies, and to reduce the negative effects of the test-oriented examination system.
Downloads
References
Almahal, E. A., Osman, A. A. A., Tahir, M. E., Hamdan, H. Z., Gaddal, A. Y., Alkhidir, O. T. A., & Gasmalla, H. E. E. (2023). Fostering formative assessment: teachers’ perception, practice and challenges of implementation in four Sudanese medical schools, a mixed-method study. BMC Medical Education, 23(1), 247. https://doi.org/10.1186/s12909-023-04214-3
Arın, H. N. (2023). Examination of teachers' opinions and practices on formative assess in terms of various various variables (Unpublished master’s thesis). Atatürk University, Erzurum.
Bayram, B. (2019). The problems encountered by Turkish language teachers in classroom listening training practices and solutions offers to these problems. Millî Eğitim, 48(1), 57-80.
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy and Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Granada Learning.
Box, C., Skoog, G., & Dabbs, J. M. (2015). A case study of teacher personal practice assessment theories and complexities of implementing formative assessment. American Educational Research Journal, 52(5), 956-983. https://doi.org/10.3102/0002831215587754
Butler, S. M., & McMunn, N. D. (2006). A teacher’s guide to classroom assessment: Understanding and using assessment to improve student learning. Jossey-Bass.
Cañadas, L. (2023). Contribution of formative assessment for developing teaching competences in teacher education. European Journal of Teacher Education, 46(3), 516-532. https://doi.org/10.1080/02619768.2021.1950684
Chappuis, J., Stiggins, R. J., Chappuis, S., & Arter, J. (2014). Classroom assessment for student learning: Doing it right-using it well. Pearson.
Cheng, L., & Fox, J. (2017). Assessment in the language classroom: Teachers supporting student learning. Bloomsbury Publishing.
Coles, M. (2002). Assessing reading: changing practice. M. Coles & R. Jenkins, (Eds.), Assessing reading 2: Changing practice in classrooms (pp. 1-8). Routledge.
Creswell, J. W., & Plano Clark, V. L. (2020). Karma Yöntem Araştırmaları (Çev. Yüksel Dede; Selçuk Beşir Demir). Pegem Akademi.
Cunningham, G. K. (1998). Assessment in the classroom: constructing and interpreting texts. Psychology Press.
Çalışkan, G., & Sur, E. (2022). Evaluation of Turkish teachers' views on speaking and writing activities in the classroom. Journal of Mother Tongue Education, 10(2), 401-417. https://doi.org/10.16916/aded.1061889
Deniz, K., & Keray-Dinçel, B. (2019). Turkish language teachers’ opinions about the assessment and evaluation of comprehension skills. Journal of Mother Tongue Education, 7(1), 28-64. https://doi.org/10.16916/aded.448811
DeVries, B. (2015). Literacy assessment and intervention for classroom teachers. Routledge.
Dölek, O. & Demirel, A. (2022). Turkish language teachers' views and approaches to listening skills and assessing listening. RumeliDE Journal of Language and Literature Studies, (28), 36-53. https://doi.org/10.29000/rumelide.1132506
Durukan, E., & Kansızoğlu, N. (2023). Türkçe eğitiminde öğrenme çıktılarını değerlendirme ve not verme. T. Türkben, E. Aydın (Ed.), Türkçe eğitiminde sınıf içi öğrenmelerin değerlendirilmesi içinde (s. 375-414). Pegem Akademi.
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 13(2), 215–232. https://doi.org/10.1080/09695940600708653
Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. ASCD.
Gotch, C. M., Poppen, M. I., Razo, J. E., & Modderman, S. (2021). Examination of teacher formative assessment self-efficacy development across a professional learning experience. Teacher Development, 25(4), 534–548. https://doi.org/10.1080/13664530.2021.1943503
Göçer, A., & Şentürk, R. (2019). A research on the feedback types of he Turkish teachers used in the process of text processing. Adiyaman University Journal of Social Sciences, 31, 40-92. https://doi.org/10.14520/adyusbd.461313
Graham, S., Hebert, M., & Harris, K. R. (2015). Formative assessment and writing: A meta-analysis. The Elementary School Journal, 115(4), 523-547. https://doi.org/10.1086/681947
Greene, J. C., V. J. Caracelli, & W. F. Graham. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis 11(3), 255–74. https://doi.org/10.3102/01623737011003255
Hargreaves, E. (2005). Assessment for learning? Thinking outside the (black) box. Cambridge Journal of Education, 35(2), 213–224. https://doi.org/10.1080/03057640500146880
Heritage, M. (2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145. https://doi.org/10.1177/003172170708900210
Hopfenbeck, T. N., Zhang, Z., Sun, S. Z., Robertson, P., & McGrane, J. A. (2023, November). Challenges and opportunities for classroom-based formative assessment and AI: a perspective article. In Frontiers in Education (Vol. 8, p. 1270700). Frontiers Media SA.
Marzano, R. J. (2006). Classroom assessment & grading that work. ASCD.
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using mixed-methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20. https://doi.org/10.1177/1525822X05282260
Ivankova, N. V. (2014). Implementing quality criteria in designing and conducting a sequential QUAN→ QUAL mixed methods study of student engagement with learning applied research methods online. Journal of Mixed Methods Research, 8(1), 25-51. https://doi.org/10.1177/1558689813487945
Karaman, P. (2021). The effect of formative assessment practices on student learning: A meta-analysis study. International Journal of Assessment Tools in Education, 8(4), 801-817. https://doi.org/10.21449/ijate.870300
Karatay, H., & Dilekci, A. (2019). Competencies of Turkish teachers in measuring and evaluating language skills. Millî Eğitim, 48(1), 685-716.
Kingston, N., & Nash, B. (2011). Formative assessment: A meta‐analysis and a call for research. Educational measurement: Issues and practice, 30(4), 28-37. https://doi.org/10.1111/j.1745-3992.2011.00220.x
Kitchen, H. et al. (2019). OECD reviews of evaluation and assessment in education: Student assessment in Turkey, OECD reviews of evaluation and assessment in education. OECD Publishing. https://doi.org/10.1787/5edc0abe-en
Koh, K. (2019). A tale of two education systems. In K. Koh., C. DePass, S. Steel (Eds.), In Developing teachers’ assessment literacy (pp. 59–96). Brill Sense.
Ministry of National Education, MoNE. (2024). Ortaokul Türkçe dersi öğretim programı (5, 6, 7 ve 8. sınıflar). MEB.
Moss, C. M., & Brookhart, S. M. (2009). Advancing formative assessment in every classroom: A guide for instructional leaders. ASCD.
Näsström, G., Andersson, C., Granberg, C., Palm, T., & Palmberg, B. (2021). Changes in student motivation and teacher decision making when implementing a formative assessment practice. In Frontiers in Education. Frontiers Media SA.
OECD. (2017). The OECD handbook for innovative learning environments. OECD, Publishing. http://dx.doi.org/9789264277274-en.
Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education, 84, 128–138. https://doi.org/10.1016/j.tate.2019.05.00
Poole, A. (2016). ‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China. Cogent Education, 3(1), 1156242. https://doi.org/10.1080/2331186X.2016.1156242
Radford, B. W. (2014). The effect of formative assessments on language performance. Brigham Young University.
Schraw, G., & Olafson, L. (2015). Assessing teachers’beliefs: Challanges & solutions. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 87-105). Routledge.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004
Shermis, M. D., & Di Vesta, F. J. (2011). Classroom assessment in action. Rowman & Littlefield Publishers.
Şengül, M. (2019). Turkish teachers’ teaching and assessment competence regarding students writing skills. International Journal of Language Academy, 2(5), 348-374.
Tashakkori, A., and C. Teddlie (2003). Handbook on mixed methods in the behavioral and social sciences. Thousand Oaks, CA: Sage.
Torrance, H. (2012). Formative assessment at the crossroads: Conformative, deformative and transformative assessment. Oxford Review of Education, 38(3), 323-342. https://doi.org/10.1080/03054985.2012.689693
Türkben, T. (2022). Measuring and evaluation competencies of Turkish teachers’ in-class learning skills. Journal of Education and Humanities: Theory and Practice, 13(25), 45-72.
Xuan, Q., Cheung, A., & Sun, D. (2022). The effectiveness of formative assessment for enhancing reading achievement in K-12 classrooms: A meta-analysis. Frontiers in Psychology, 13, 990196. https://doi.org/10.3389/fpsyg.2022.990196
Yao, Y., Amos, M., Snider, K., & Brown, T. (2024). The impact of formative assessment on K-12 learning: a meta-analysis. Educational Research and Evaluation, 1-24. https://doi.org/10.1080/13803611.2024.2363831
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.