Yabanci Öğreni̇ci̇ler İçi̇n Di̇nleme Beceri̇si̇ne Yöneli̇k Üstbi̇li̇şsel Dereceli̇ Puanlama Anahtari

Abstract

Extended SummaryThe assessment of listening skills is a difficult and complicated process. This is a factor that makes listening difficult and results in non-listening or deficient listening. General texts are used to measure learners' levels of listening proficiency. Assessment usually takes the form of a text read aloud by the teacher or listening to an audiovisual recording, followed by answering a set of questions on the text. This type of assessment and evaluation can be described as results-oriented. For more effective listening training, process-oriented assessment needs to be done. Since the skill in question is abstract, learners need to be active participants in the process of assessment. Assessments that involve learners in the process, and that are led by students when necessary, should be used. A variety of measurement tools can be used in these assessments, such as graded scoring keys. Graded scoring keys are documents that list the criteria to be taken into account for any practice, and provide detailed explanations for each criterion, from the best performance to the worst.

Yabancılara Türkçe Ders Kitaplarındaki Dinleme Etkinliklerinin Avrupa Ortak Başvuru Metnine Uygunluğu Üzerine Bir Çalışma

“…Doktora Çalışmaları (1981-2015) öğretimi (Tüfekçioğlu, 2014), Türkoloji Bölümü öğrencilerinin dinleme becerilerinin ADOÇ açısından değerlendirilmesi (Erdem ve Yakıcı, 2015), dinlediğini ve okuduğunu anlama becerisinin gelişimi (İsakoviç ve Arslan, 2015), dinleme becerisine yönelik üstbilişsel dereceli puanlama anahtarı (Melanlıoğlu, 2015) …”

A Rubric Study for Assessing Paragraph Level Written Texts

“…Rubrics can be used by both the teacher and the learner. The use of the expressed measurement tool by the learner helps the learner gain self-awareness and develop self-regulation skills about the performance wished to be measured or assessed (Melanlıoğlu, 2016). Saddler and Andrade (2004) emphasize this point by stating that rubrics support metacognitive strategies such as planning, observing and organizing, and improve the self-regulation skills of learners.…”

“…Saddler and Andrade (2004) emphasize this point by stating that rubrics support metacognitive strategies such as planning, observing and organizing, and improve the self-regulation skills of learners. For this purpose, Melanlıoğlu (2016) states that rubrics have the purpose of teaching as well as assessment purposes.…”

Analytical Rubric Development for Story Writing: Validity and Reliability Study

“…Dil becerilerinin değerlendirilmesine ilişkin yapılan alanyazın taramasında genellikle okuma, konuşma ve dinleme becerilerine yönelik rubrik geliştirme çalışmaları yapıldığı (Akaydın ve Çeçen, 2016;Ateş, Çetinkaya ve Yıldırım, 2012;Coşkun ve Tiryaki, 2013;Çelik, Demirgüneş, ve Baştuğ, 2014;Çıralı Sarıca ve Koçak Usluel, 2016;Melanlıoğlu, 2016;Ocak ve Kutlu Kalender, 2017;Ömür ve Erkuş, 2013;Öztürk, 2007); medya okuryazarlığına yönelik (Çocuk ve Uzun, 2018) ve ayrıca güzel sanatlar ve teknoloji tasarım alanlarında da rubrik geliştirme çalışmaları bulunduğu (Aydın ve Karaçam, 2015; Birel ve Albuz, 2014; Öztürk ve Bahar, 2018) gözlenmekle birlikte, hikâye yazma becerisini değerlendirmeye yönelik bir rubrik geliştirme çalışmasına rastlanmamıştır. Geliştirilen aracın, özellikle beşinci sınıf düzeyinde Türkçe dersi veren öğretmenler için, öğrencilerinin yazma becerilerini değerlendirmede örnek bir araç olarak yarar sağlayacağı düşünülmektedir.…”

“…While it is seen in the screening of textbooks on the evaluation of language skills, that rubrics were generally developed for reading, speaking and listening skills (Akaydın & Çeçen, 2016;Ateş, Çetinkaya & Yıldırım, 2012;Coşkun & Tiryaki, 2013;Çelik, Demirgüneş & Baştuğ, 2014;Çıralı Sarıca & Koçak Usluel, 2016;Melanlıoğlu, 2016;Ocak & Kutlu Kalender, 2017;Ömür & Erkuş, 2013;Öztürk, 2007); also there are attempts to develop rubrics in fine arts and technology design (Aydın & Karaçam, 2015;Birel & Albuz, 2014;Öztürk & Bahar, 2018) there was no rubric development study to evaluate story writing skills. It is thought that the developed tool will be useful as an example tool for teachers to evaluate the writing skills of their students, especially for teachers who teach Turkish at the fifth grade level.…”