Date

2010-12-01

Author

Hatipoğlu, Çiler

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Assessment is one of the cornerstones of the learning process. since it reveals whether the learning process results in success or failure (Dochy 2009; Kozhageldiyeva 2005). What is more, evidence from studies conducted in a range of educational contexts suggests that “the typical teacher can spend as much as a third to a half of his or her professional time involved in assessment-related activities”(Crooks 1988; Dorr-Bremme 1983; Newsfields 2006; Stiggins 1999: 23) and that special competence is required to do this job well (Stiggins 1999). Therefore, the issue of future language teachers‟ preparation in the field of foreign language testing and evaluation has been a hotly debated topic in the field of education in the recent years (Brindley 2001; Gullickson 1984). Studies focusing on the relationship between teacher training and language testing and evaluation revealed four important results: first, second language assessment is a “notoriously difficult domain of knowledge for students in second language teacher education programs because of the high level of abstraction around its key theoretical concepts, validity, reliability, and practicality, and how they need to be balanced against each other in designing and using assessment instruments”(O‟ Loughlin 2006: 71). Second, language testing “involves many technologies and developments which are different from language teaching, and yet it interacts closely with most aspects of language teaching”(Johnson & Johnson 2001: 187). According to Gronlund (1985: 146),“the construction of good test items is an art” that requires not only field knowledge and clear view of the desired outcomes

URI

https://hdl.handle.net/11511/82466

Collections

Department of Foreign Language Education, Article