A Case Study on the Use of Supplementary Measurement and Evaluation Tools in Teaching Language Skills

Abstract

Measurement and evaluation constitute one of the most basic elements of education. Traditional and supplementary tools are employed in measurement and evaluation. It is recommended to use supplementary tools alongside traditional tools, especially in curricula implemented in 2005 and subsequent years. In this regard, Turkish teachers' use of supplementary measurement and evaluation tools specified by Turkish course curriculum is of significant importance. Moreover, it is essential to determine whether supplementary measurement and evaluation tools are included in secondary school Turkish textbooks, which are the basic material of Turkish teaching and the implementation of the curriculum. This analysis is crucial as it represents the material dimension of the subject. Hence, it is necessary to reveal the use of supplementary measurement and evaluation tools in language skills teaching in terms of practitioner and material dimensions. This study aims to explore the use of supplementary measurement and evaluation tools in teaching language skills considering both their practitioner and material dimensions. On analyzing the relevant literature, no research was found that addresses this subject in a multi-dimensional and up-to-date manner. This study is expected to contribute to supplementary measurement and evaluation processes in teaching language skills and to raise awareness among Turkish teachers towards these tools. The study employed a qualitative case study. The working group consisted of 33 Turkish teachers who were actively teaching during the 2022-2023 academic year. The study materials involved secondary school Turkish textbooks used as teaching materials in the 2022-2023 academic year in the schools where the teachers worked. This study deployed a semi-structured interview form and document review chart developed by the researcher as data collection tools. Content analysis and descriptive analysis, which are qualitative data analysis techniques, were used during data analysis. Content analysis was applied to the data obtained from the working group, while descriptive analysis for the data on the study material. The data analysis was conducted using MAXQDA 2020, a qualitative data analysis program. The findings reveal that Turkish teachers mostly use observation forms for assessing listening and watching skills; evaluation form and peer evaluation for speaking skills; observation form and checklist for reading skills and an evaluation form, self-evaluation and peer evaluation for writing skills. Supplementary measurement and evaluation tools were mostly used for reading and writing skills, while fewer tools were preferred for speaking and listening/watching skills compared to the other two skills. Secondary school Turkish textbooks incorporate self-assessment, peer assessment, and project assignments as supplementary tools, with self-evaluation being the most prevalent. The majority of these tools included in textbooks are aimed at writing and speaking skills. The most supplementary measurement and evaluation tools are included in the eighth grade level textbooks, while the least in the sixth and seventh grade level textbooks. The seventh-grade textbook demonstrates the greatest variety in these tools. Based on these findings, various suggestions are provided for practitioners, textbook preparation institutions, and those who will work on Turkish language teaching.