Instructors’ Principles and Practices in the Implementation Stage of Classroom-Based Language Assessment in Higher Education in Turkey

Yabancı Dil Öğretmenlerinin Değerlendirme Okuryazarlığının İncelenmesi

“…This was because of the lack of necessary time spend on assessment courses and sometimes student teachers' beliefs. Since summative assessment is in the heart of Turkish education system (Gönen & Akbarov, 2015;, teachers are affected accordingly and few may resist in developing themselves more in other assessment types. Even though they have had enough training, some teachers observed having difficulty in applying what they had learnt because of large class size and work load.…”

“…Besides, Han and Kaya (2014) demonstrated that pre-service or in-service assessment training did not have an influence on Turkish ELT teachers' assessment choices, and they mostly depend on their personal assessment preferences. In addition, Gönen and Akbarov (2015) indicated that centralized assessment system, syllabi and students' educational background did not allow the in-service Turkish EFL instructors to apply their assessment beliefs.…”

“…Furthermore, there was a difference between the in-service Turkish EFL teachers' assessment perceptions and practices even though they knew basic classroom assessment (Öz and Atay, 2017). Gönen and Akbarov (2015) stated that in-service Turkish EFL instructors were not able to apply their assessment beliefs because of centralized assessment system, syllabi and students' educational background. Likewise, Şahin (2019) said that summative assessment was given more importance as a testing tool than formative assessment.…”