Preferences of Turkish language teachers for the assessment - evaluation tools and methods

Abstract

Nail GÜNEY

The aim of this study is to determine the rate of teachers’ use of assessment and evaluation tools given in 2005 curriculum of Turkish language teaching. To this end; we presented a list of assessment and evaluation tools on the basis of random sampling to 216 teachers of Turkish who work in Ordu, Samsun, Ankara, Trabzon and Istanbul provinces. The obtained data were analyzed via SPSS 15.0. We observed that self-evaluation, portfolio, peer evaluation, rubric, control list and observation forms were not used properly. Although these methods are included in both teacher’s copies and student workbooks, it is observed that they were not given enough credit by the teachers.