An Analysis of Secondary School Turkish Language Course Assessment Tools in the Sense of PISA Reading Skill Criteria
Yazarlar (2)
Doç. Dr. Atilla Dilekçi Ministry Of Education, Türkiye
Öğr. Gör. Seher ÇİÇEK Ministry Of Education, Türkiye
| Makale Türü | Özgün Makale (Diğer hakemli uluslarası dergilerde yayınlanan tam makale) | ||
| Dergi Adı | International Online Journal of Education and Teaching | ||
| Dergi ISSN | 2148-225X | ||
| Dergi Tarandığı Indeksler | Journals Indexed in Eric | ||
| Makale Dili | İngilizce | Basım Tarihi | 01-2022 |
| Cilt / Sayı / Sayfa | 9 / 1 / 417–431 | DOI | – |
| Makale Linki | https://iojet.org/index.php/IOJET/article/view/1558 | ||
| UAK Araştırma Alanları |
Türkçe Eğitimi
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| Özet |
| The purpose of this research is to evaluate secondary school Turkish language assessment tools in the sense of PISA reading skills criteria. To this end, document analysis, one of qualitative research methods, was employed in the current study. The research data were collected from 82 assessment tools prepared by 23 teachers. The questions included in these assessment tools were analysed based on cognitive processes defined by PISA reading, proficiency levels and text genres. As a result, the questions used in assessment tools have been found to centre upon the cognitive stages of reaching and understanding information and 1a proficiency level. Besides, it has been seen that the most frequently-used text format used in assessment tools is continuous texts. The most frequently-used text genre in the assessment tools is determined as instructional texts; however, narrative and explanatory texts were found to be included more frequently. The results yielded that the general perspective |
| Anahtar Kelimeler |
| assessment tool | PISA | PISA reading skill criteria | Turkish Language Course |
