Milli Eğitim Bakanlığının İngilizce Derslerine Yönelik Yeni Ölçme ve Değerlendirme Yönergesi Uygulamalarına Yönelik Öğretmen ve Öğrenci Deneyimlerinin İncelenmesi

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Tezin Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Çanakkale Onsekiz Mart Üniversitesi, Lisansüstü Eğitim Enstitüsü, Türkiye

Tezin Onay Tarihi: 2025

Tezin Dili: İngilizce

Öğrenci: SAİD YASİR KARAMAN

Danışman: Sedat Beceren

Özet:

This study examines the reflections and opinions of English language teachers and students in regard to the regulation implemented by Ministry of National Education in Türkiye. The regulation encompasses the assessment and evaluation of the English language which mandates that 50% of the course grade is based on speaking and listening exams. The regulation represents a shift toward communicative oriented assessment of the English language. The study aims to explore both students’ and teachers’ perceptions of the regulation and identify its advantages and disadvantages, thus revealing the challenges encountered by the stakeholders during its implementation.

A qualitative content analysis was employed as the research design to investigate the issue in depth. Data were collected from two groups which consists of 89 7^th grade students and 7 English language teachers who were actively teaching at the same schools as the student group. Students completed open-ended written surveys, and teachers were interviewed using semi-structured interviews. The data were analyzed in MAXQDA software with guidance of literature on the subject.

Findings of the study suggested that both teachers and students recognized the benefits of the implementation such as speaking practice, improving communicative skills. However, particularly teachers expressed problems about the challenges encountered related to unclear assessment criteria, curricular overload, and limited instructional time. The students also voiced problems such as anxiety and stress caused by speaking exams and academic concerns in addition to various difficulties they have encountered within the new examination system.

Based on the analysis of the collected data, the study discussed and evaluated how the new regulation was perceived by both teachers and students. The findings also provided detailed insights from the field, which contributed to drawing meaningful conclusions about the implementation of the policy.