Publication: Review of Graduate Research on Language Assessment in Turkey between 2011 and 2016
Submitted Date
Received Date
Accepted Date
Issued Date
2017
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
2287-0024
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
PASAA Journal
Volume
54
Issue
Edition
Start Page
205
End Page
234
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
Review of Graduate Research on Language Assessment in Turkey between 2011 and 2016
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
Language assessment is one of the key factors affecting language learning contexts since it not only provides information about the learners and teachers‘ performance in the classroom but also shapes how languages are learned and practiced depending on how assessment is conducted. Technology, different learner profiles, problems with the existing assessment tools, learners and teachers‘ needs, and differences in educational settings and policy are some of the leading factors in language assessment. In order to determine the main findings and the current trends on language assessment in Turkey, this study aims to review 25 theses and dissertations that investigate various aspects of English language assessment in Turkey between 2011 and 2016. The total number of graduate studies reviewed on language assessment is 25, and all of these studies have been included in this review. 21 of the studies are M.A. theses, while 4 studies are the Ph.D. dissertations written on language assessment. These theses and dissertations, which were reviewed in this paper, were obtained from the Council of Higher Education Thesis Center, which requires graduate students to upload their studies and allows other
researchers to access them. These studies have been reviewed and categorized based on alternative assessment, assessment in tertiary contexts, assessment of young learners, assessment of language skills (speaking and writing), evaluation of EFL exams, and developing assessment tools. The studies have been discussed based on their methodology, together with the main findings obtained, in addition to their strengths and weaknesses. It is believed that examining the recent research on language assessment will be beneficial not only for suggesting ideas to fill the gaps in the literature but also for the researchers who are willing to study language assessment in Turkey.