Yabancı/İkinci Dil Olarak Türkçe Öğretiminde Yazmanın Değerlendirilmesi İçin Puanlama Anahtarı Önerisi: B1-B2 Düzeyi

Abstract

Assessment and evaluation studies, which are reflective of effectiveness in teaching, are of great importance for the improvement and development of teaching. To determine the learner progress, well-structured assessment and evaluation processes and objective evaluation are needed. In foreign/second language teaching, writing skills are evaluated according to performance. Since it is difficult to ensure objectivity in performance evaluation, limiting and guiding tools are needed for evaluation. Rubrics are the most important and common of these tools. Two types of rubrics are used in performance-based evaluation of language skills: holistic and analytical. One of these types may be preferred depending on the number of participants, goals, and needs. Writing is a skill that needs to be addressed from several aspects, as it has numerous elements from style to expression, from vocabulary to text layout, and is a skill in which thinking in the target language and metacognitive skills are active, especially after the intermediate level. Due to this multidimensional structure of writing, analytic rubrics are considered to be more effective in evaluating writing skills in terms of being able to evaluate different dimensions, detecting the learner's weaknesses/strengths, and giving feedback. The aim of this study is to develop two analytical rubrics to evaluate the writing performances of B1 and B2 level learners learning Turkish as a foreign/second language. In this context, considering the stages of developing rubrics, an exploratory sequential mixed method was applied in the study. In the qualitative phase, which is the rubric development part, dimensions, and criteria were determined by examining the sample rubrics used in TÖMER, the achievements in CEFR and course materials, are taken into account when the item pool is created. Furthermore, evaluator guides have been prepared for easier and more effective use of rubrics. For the validation study of the developed rubrics, content validity indexes were determined by obtaining expert opinions from seven instructors with at least 10 years of experience in the field using the Davis (1992) technique. In the quantitative phase of the research, six student’s writing performances at B1 and six at B2 levels were evaluated with rubrics prepared by twenty evaluators, and Kendall's W coefficient of concordance was calculated with the data obtained. It was concluded that there was high agreement in the evaluations made with B1 and B2 level rubrics. In addition, within the scope of the study, whether the evaluator's experience created a significant difference in the grading made with the rubrics was analysed using the Kruskal Wallis technique, and no significant difference was found. Moreover, Mann Whitney-U analysis was conducted to determine whether there was a difference between the scores of foreign language and second language teachers, and no significant difference was found. In the evaluations carried out with rubrics, it was concluded that experience and foreign/second language teaching did not affect the evaluation. The rubrics prepared based on the results obtained within the scope of the study are considered to be beneficial to use in the field.