Akademik Veri Yönetim Sistemi
17 TH INTERNATIONAL CONGRESS ON RESEARCH IN EDUCATION – ICRE 2023, Kahramanmaraş, Türkiye, 28 - 30 Eylül 2023, ss.116-117
EFL Teacher Candidates’ Perceptions of Techniques for
Testing Reading
Burcu Özge Razı 1,* & Dinçay Köksal 2
1 Çanakkale Onsekiz Mart University
2 Çanakkale Onsekiz Mart University
burcuozgerazi@gmail.com
Abstract
In the realm of English as a Foreign Language (EFL) instruction, a diverse
array of techniques is employed to assess reading comprehension. These
encompass multiple-choice test items, gap-filling assessments, cloze tests, Ctests, cloze elide tests, summary evaluations, dichotomous items, question
and answer assessments (comprising open-ended, closed, and short-answer
questions), editing tests, as well as matching and ordering exercises. Despite
the substantial body of evidence supporting the efficacy of these techniques,
a notable void in the literature pertains to students' perceptions regarding
their effectiveness in this domain. Additionally, the prevalence of these
techniques in actual pedagogical practice remains an uncharted territory.
Nevertheless, it is imperative to underscore that there exists no universally
superior technique among these options, as the choice of assessment
methodology should be contingent upon its alignment with the specific needs
and characteristics of the student population. This study aims to address this
lacuna by investigating both the prevalence and effectiveness of reading
assessment techniques encountered by senior English Language Teaching
(ELT) students throughout their academic journey. In this research, a cohort
of 54 ELT students constituted the study participants. Employing a
quantitative approach, an online questionnaire was administered to gather
their insights. The study sought to gauge the prevalence and effectiveness of
various test techniques, namely multiple-choice test items, gap-filling tests,
cloze tests, C-tests, cloze elide tests, summary assessments, dichotomous
items, question and answer evaluations (encompassing open-ended, closed,
and short-answer questions), editing assessments, as well as matching and
ordering exercises, within the purview of ELT senior students' education until
the culmination of their university studies. The ensuing findings, derived from
the responses of the 54 participants, unveil that the most frequently employed
assessment techniques include question and answer tests, dichotomous items
assessments, question and answer evaluations, ordering assessments,
multiple-choice tests, and gap-filling exercises. Furthermore, among these
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techniques, those deemed most effective by the participants encompass
question and answer assessments, multiple-choice tests, dichotomous items
evaluations, and ordering assessments. It is noteworthy to acknowledge that
while this study's outcomes are in consonance with existing literature, the
efficacy of alternative test techniques should not be discounted merely due to
their non-inclusion in this investigation. Consequently, it is advisable that
educators consider the incorporation of a diverse array of test techniques,
particularly given the burgeoning landscape of technological advancements
that has ushered in novel assessment methods. The integration of these
contemporary techniques as alternative assessment tools, accompanied by
rigorous efficacy evaluations, would augment the existing body of knowledge.
It is vital to acknowledge that this study possesses certain limitations.
Primarily, its scope was confined to ELT students, thereby warranting a
broader investigation encompassing various academic disciplines and
educational levels. Furthermore, the research was grounded solely in a
quantitative approach, prompting the suggestion of complementing it with
qualitative data to provide a more comprehensive understanding of the subject
matter.
Abstract: ELT, test techniques, frequency, effectiveness, assessment, testing.