Problems encountered by Turkish language teachers in the assessment processes of reading and writing skills and proposed solutions

Şirin Kübra Yağmur

Makale detayları

Problems encountered by Turkish language teachers in the assessment processes of reading and writing skills and proposed solutions

Yazarlar:

Şirin Kübra Yağmur

Yayıncı:

Duzce University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Uluslararası Düzce Eğitim Bilimleri Dergisi Vol.3 Issue 1, pp.51-64

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353248

pISSN:

2980-2881

Anahtar kelimeler:

Özet:

 Measurement and evaluation play a significant role at every stage of the educational process, utilized for monitoring learning processes, assessing teaching methods, and measuring student achievement. In recent years, there has been a noticeable increase in studies focusing on assessment and evaluation processes in Turkish language education. However, these studies have primarily focused on general approaches, reduced to specific skills, with limited research on measurement and evaluation. This study aims to identify the challenges faced by Turkish language teachers in the process of assessing reading and writing skills, as well as their proposed solutions. The originality of the research lies in consulting the perspectives of Turkish language teachers who implemented the 2024 Middle School TDÖP for the first time. The study adopts a qualitative approach, with data collected through semi-structured interview questions. The participants consist of 14 Turkish language teachers working with 5th-grade students during the 2024-2025 academic year. The collected data were analyzed using the content analysis method. Within this scope, the challenges encountered in assessing reading skills were primarily concentrated around class size and time management. Opinions were mostly expressed regarding formative assessment practices. Regarding writing skills, the views centered on the difficulties posed by large class sizes and individual differences. Proposed solutions include allocating more time to reading skills, reducing class sizes for writing skill practices, and supporting pre-writing activities. In the findings of this study, an analysis of teachers responses regarding the process of assessing reading and writing skills for various purposes has been included. Since these results are part of the evaluation process, a wide range of views related to the use of these results have also been obtained.

 Measurement and evaluation play a significant role at every stage of the educational process, utilized for monitoring learning processes, assessing teaching methods, and measuring student achievement. In recent years, there has been a noticeable increase in studies focusing on assessment and evaluation processes in Turkish language education. However, these studies have primarily focused on general approaches, reduced to specific skills, with limited research on measurement and evaluation. This study aims to identify the challenges faced by Turkish language teachers in the process of assessing reading and writing skills, as well as their proposed solutions. The originality of the research lies in consulting the perspectives of Turkish language teachers who implemented the 2024 Middle School TDÖP for the first time. The study adopts a qualitative approach, with data collected through semi-structured interview questions. The participants consist of 14 Turkish language teachers working with 5th-grade students during the 2024-2025 academic year. The collected data were analyzed using the content analysis method. Within this scope, the challenges encountered in assessing reading skills were primarily concentrated around class size and time management. Opinions were mostly expressed regarding formative assessment practices. Regarding writing skills, the views centered on the difficulties posed by large class sizes and individual differences. Proposed solutions include allocating more time to reading skills, reducing class sizes for writing skill practices, and supporting pre-writing activities. In the findings of this study, an analysis of teachers responses regarding the process of assessing reading and writing skills for various purposes has been included. Since these results are part of the evaluation process, a wide range of views related to the use of these results have also been obtained.

 Measurement and evaluation play a significant role at every stage of the educational process, utilized for monitoring learning processes, assessing teaching methods, and measuring student achievement. In recent years, there has been a noticeable increase in studies focusing on assessment and evaluation processes in Turkish language education. However, these studies have primarily focused on general approaches, reduced to specific skills, with limited research on measurement and evaluation. This study aims to identify the challenges faced by Turkish language teachers in the process of assessing reading and writing skills, as well as their proposed solutions. The originality of the research lies in consulting the perspectives of Turkish language teachers who implemented the 2024 Middle School TDÖP for the first time. The study adopts a qualitative approach, with data collected through semi-structured interview questions. The participants consist of 14 Turkish language teachers working with 5th-grade students during the 2024-2025 academic year. The collected data were analyzed using the content analysis method. Within this scope, the challenges encountered in assessing reading skills were primarily concentrated around class size and time management. Opinions were mostly expressed regarding formative assessment practices. Regarding writing skills, the views centered on the difficulties posed by large class sizes and individual differences. Proposed solutions include allocating more time to reading skills, reducing class sizes for writing skill practices, and supporting pre-writing activities. In the findings of this study, an analysis of teachers responses regarding the process of assessing reading and writing skills for various purposes has been included. Since these results are part of the evaluation process, a wide range of views related to the use of these results have also been obtained.

 Ölçme ve değerlendirme, eğitim sürecinin her aşamasında önemli bir rol oynamakta; öğrenme süreçlerini izlemek, öğretim yöntemlerini değerlendirmek ve öğrenci başarısını ölçmek için kullanılmaktadır. Son yıllarda Türkçe eğitiminde ölçme ve değerlendirme süreçlerine dair çalışmalarda belirgin bir artış gözlenmiştir. Ancak, bu çalışmalar genel yaklaşımlara odaklanmış, becerilere indirgenmiş, ölçme ve değerlendirme araştırmaları sınırlı kalmıştır. Bu araştırmada, okuma ve yazma becerilerini değerlendirme sürecine ilişkin Türkçe öğretmenlerinin karşılaştıkları sorunları ve çözüm önerilerini belirlemek amaçlanmaktadır. 2024 Ortaokul Türkçe Dersi Öğretim Programını TDÖP ilk defa uygulayan Türkçe öğretmenlerinin görüşlerine başvurulması, araştırmanın özgün yanını ortaya koymaktadır. Çalışma, nitel bir yaklaşımla ele alınmış ve veriler yarı yapılandırılmış görüşme soruları ile toplanmıştır. Araştırmanın katılımcılarını 2024-2025 eğitim öğretim yılında 5. sınıfta görev yapan 14 Türkçe öğretmeni oluşturmaktadır. Elde edilen veriler, içerik analizi yöntemiyle incelenmiştir. Bu kapsamda, okuma becerisini değerlendirme sürecinde yaşanan sorunlar; sınıf mevcudu ve zaman yönetimi noktasında yoğunlaşmıştır. Çoğunlukla biçimlendirici değerlendirme uygulamalarına ilişkin görüş belirtilmiştir. Yazma becerisine ilişkin görüşler ise, sınıf mevcudunun kalabalık olması ve bireysel farklılıkların süreci zorlaştırması noktasında yoğunlaşmıştır. Okuma becerisine ayrılan zamanın artırılması; yazma becerisi uygulamalarında sınıf mevcudunun azaltılması, yazma öncesi çalışmaların desteklenmesi sunulan çözüm önerilerindendir. Bu çalışmanın bulgularında, okuma ve yazma becerilerinin farklı amaçlarla ölçülmesine ilişkin öğretmen yanıtlarının analizi de yer almıştır. Bu sonuçlar, değerlendirme sürecinin bir parçası olduğundan, elde edilen verilerin nasıl kullanıldığına dair konuyla bağlantılı çok sayıda görüş toplanmıştır.

Makale detayları

Problems encountered by Turkish language teachers in the assessment processes of reading and writing skills and proposed solutions

Yazarlar:

Şirin Kübra Yağmur

Yayıncı:

Duzce University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Uluslararası Düzce Eğitim Bilimleri Dergisi Vol.3 Issue 1, pp.51-64

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353248

pISSN:

2980-2881

Reading and writing skills

measurement and evaluation

Turkish language teachersOkuma ve yazma becerileri

ölçme ve değerlendirme

Türkçe öğretmenleri

Sayı

Makale detayları

Problems encountered by Turkish language teachers in the assessment processes of reading and writing skills and proposed solutions

Yazarlar: Şirin Kübra Yağmur

Yayıncı: Duzce University

Ana Başlıklar: Türkçe Eğitimi

Dergi: Uluslararası Düzce Eğitim Bilimleri Dergisi Vol.3 Issue 1, pp.51-64

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001353248

pISSN: 2980-2881

Reading and writing skills

measurement and evaluation

Turkish language teachersOkuma ve yazma becerileri

ölçme ve değerlendirme

Türkçe öğretmenleri

Sayı

Yazarlar:

Şirin Kübra Yağmur

Yayıncı:

Duzce University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Uluslararası Düzce Eğitim Bilimleri Dergisi Vol.3 Issue 1, pp.51-64

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001353248

pISSN:

2980-2881