Neue Sicht auf Kurse der Fremdsprachenbewertung in der Lehrerausbildung während und nach der Covid-19-Pandemie

Ferit Kılıçkaya

Abstract


Der Artikel enthält das Abstract ausschließlich in englischer Sprache.


Schlagworte


Teacher education; ICT; curriculum development; assessment; testing

Volltext:

PDF (English)

Literaturhinweise


Absolum, M., Flockton, L., Hattie, J., Hipkins, R., & Reid, I. (2009). Directions for assessment in New Zealand. Retrieved April 12, 2021, from https://assessment.tki.org.nz/Research-and-readings/Research-behind-DANZ.

Bengtsson, L. (2019). Take-home exams in higher education: A systematic review. Education Sciences, 9, 267. DOI: 10.3390/edusci9040267.

Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (2nd ed.). New York: Pearson Education.

Brumen, M., Cagran, B., & Rixon, S. (2009). Comparative assessment of young learners’ foreign language competence in three eastern European countries. Educational Studies 35(3), 259–295. DOI: 10.1080/03055690802648531.

Büyükkarcı, K. (2014). Assessment beliefs and practices of language teachers in primary education. International Journal of Instruction, 7(1), 107–120. Retrieved April 10, 2021, from http://www.e-iji.net/dosyalar/iji_2014_1_8.pdf.

Canpolat, U., & Yıldırım, Y. (2021). Ortaokul öğretmenlerinin COVID-19 salgın sürecinde uzaktan eğitim deneyimlerinin incelenmesi [Examining the distance education experiences of secondary school teachers in the COVID-19 outbreak process]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7(1), 74–109. Retrieved June 15, 2021, from https://dergipark.org.tr/en/download/article-file/1446616.

Case, R., & Obenchain, K. M. (2010). How to assess language in the social studies classroom. The Social Studies, 97(1), 41–48. DOI: 10.3200/TSSS.97.1.41-48.

Çakır, İ. (2017). The washback effects of secondary education placement examination on teachers, school administrators and parents with specific reference to teaching English as a foreign language. Turkish Journal of Teacher Education, 6(2), 61–73. Retrieved April 12, 2021, from http://tujted.com/makale/631.

Falsgraf, C. (2009). The ecology of assessment. Language Teaching, 42(4), 491–503. DOI: 10.1017/S0261444808005570.

Ferdig, R. E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R., & Mouza, C. (2020). Teaching, technology, and teacher education during the COVID-19 Pandemic: Stories from the field. Association for the Advancement of Computing in Education (AACE). Retrieved May 12, 2021, from https://www.learntechlib.org/p/216903/.

Fitriyah, I., & Jannah, M. (2021). Online assessment effect in EFL classroom: An investigation on students and teachers’ perceptions. Indonesian Journal of English Language Teaching and Applied Linguistics, 5(2), 265–284. Retrieved July 10, 2021 from http://www.ijeltal.org/index.php/ijeltal/article/view/709.

Folse, K. S., Hubley, N., & Coombe, C. (2007). A practical guide to assessing English language learners (2nd ed.). Michigan: University of Michigan Press.

Gastaldi, M. d. V., & Grimaldi, E. (2021). COVID-19-driven sudden shift to remote teaching: the case of the Languages for the Community Program at the Universidad Nacional del Litoral. In N. Radić, А. Atabekova, M. Freddi, & J. Schmied (Eds.), The world universities’ response to COVID-19: remote online language teaching (pp. 111–124). Researchpublishing.net. DOI: 10.14705/rpnet.2021.52.1267.

Glover, P. (2014). Do language examinations influence how teachers teach? International Online Journal of Education and Teaching (IOJET),1(3), 197–214. Retrieved April 12, 2021, from http://iojet.org/index.php/IOJET/article/view/48/67.

Green, A. (2021). Exploring language assessment and testing: Language in action (2nd ed.). London: Routledge.

Han, T., & Kaya, H. İ. (2014). Turkish EFL teachers’ assessment preferences and practices in the context of constructivist instruction. Journal of Studies in Education, 4(1), 77–93. Retrieved April 15, 2021, from http://www.macrothink.org/journal/index.php/jse/article/view/4873.

Harper, R., Bretag, T., & Rundle, K. (2020). Detecting contract cheating: examining the role of assessment type. Higher Education Research & Development, 1–16. DOI: 10.1080/07294360.2020.1724899.

Hatipoğlu, Ç. (2010). Summative evaluation of an English language testing and evaluation course for future English language teachers in Turkey. English Language Teacher Education and Development (ELTED) Journal, 13, 40–51. Retrieved April 10, 2021, from http://www.elted.net/uploads/7/3/1/6/7316005/v13_5hatipoglu.pdf.

Hidri, S. (2021). (Ed.). Perspectives on language assessment literacy: Challenges for improved student learning. London: Routledge.

Hughes, A. (2003). Testing for language teachers (2nd ed.). Cambridge: Cambridge University Press.

Kılıçkaya, F. (2016). Washback effects of a high-stakes exam on lower secondary school English teachers’ practices in the classroom. Lublin Studies in Modern Languages and Literature, 40(1), 116–134. DOI: 10.17951/lsmll.2016.40.1.116.

Ölmezer-Öztürk, E., Öztürk, G., & Aydın, B. (2021). A critical evaluation of the language assessment literacy of Turkish EFL teachers: Suggestions for policy directions. In B. Lanteigne, C. Coombe, & J. D. Brown (Eds.), Challenges in language testing around the world: Insights for language test users (pp. 411–420). Singapore: Springer Nature. DOI: 10.1007/978-981-33-4232-3.

Öztürk Karataş, T., & Okan, Z. (2019). The power of language tests in Turkish context: A critical study. Journal of Language and Linguistic Studies, 15(1), 210–230. DOI: 10.17263/jlls.547715.

Öztürk Karataş, T. & Okan, Z. (2021). A conceptual framework on the power of language tests as social practice. In B. Lanteigne, C. Coombe, & J. D. Brown (Eds.), Challenges in language testing around the world: Insights for language test users (pp. 79–98). Singapore:Springer Nature. DOI: 10.1007/978-981-33-4232-3.

Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education, 3(2), 70–85. DOI: 10.46328/ijonse.32.

Russell, V., & Murphy-J., K. (2021). Teaching language online: A guide for designing, developing, and delivering online, blended, and flipped language courses. New York: Routledge.

Uzun, L, & Ertok, Ş. (2020). Student Opinions on task-Based Approach as formative evaluation versus exam-based approach as summative evaluation in education. Sakarya University Journal of Education, 10(2), 226–250. DOI: 10.19126/suje.598048.




DOI: http://dx.doi.org/10.17951/lsmll.2021.45.3.45-55
Date of publication: 2021-10-07 12:44:42
Date of submission: 2021-06-05 23:25:28


Statistiken


Sichtbarkeit von Abstracts - 1119
Downloads (from 2020-06-17) - PDF (English) - 538

Indikatoren



Refbacks

  • Im Moment gibt es keine Refbacks


Copyright (c) 2021 Ferit Kılıçkaya

Creative-Commons-Lizenz
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.