An Assessment of the validity of the midterm and the end of course assessment tests administered at Hacettepe University, Department of Basic English
Başlık çevirisi mevcut değil.
- Tez No: 89709
- Danışmanlar: DR. WİLLİAM SNYDER
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Dil öğretimi, Geçerlik, Güvenilirlik, Hacettepe Üniversitesi, Sınav, Yabancı dil eğitimi, Ölçme-değerlendirme, İngilizce, Language teaching, Validity, Reliability, Hacettepe University, Examination, Foreign language education, Measurement and evaluation, English
- Yıl: 1999
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Yabancı Dil Olarak İngilizce Öğretimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
ABSTRACT Title: An Assessment of the Validity of the Midterm and the End of Course Assessment Tests at Hacettepe University, Department of Basic English. Author: Hilal Ösken Thesis Chairperson: Dr. William Snyder Bilkent University, MA TEFL Program Committee Members: Dr. Necmi Akşit Michele Rajotte Bilkent University, MA TEFL Program This study investigated the validity of tests administered at Hacettepe University, Department of Basic English (DBE). The predictive validity of six midterm tests conducted throughout an academic year was examined in terms of students' test scores on each midterm test and on the end of course assessment test. The consistency between the end of course assessment test and the course objectives was investigated to determine the content validity of the end of course assessment test. The differences between midterm tests and the end of course assessment test in terms of their formats and content necessitated a validation study of those tests. The differences between students from different faculties' test scores also necessitated such a study. In this study the subjects were 510 C-level (beginner) preparatory students and 34 English instructors at DBE at Hacettepe University. To gather data for this study, questionnaires were given to 34 English instructors to get their opinions about the course content and about the content of the end of course assessment test. Apart from that, all C-level students' six midterm and the end of courseassessment test scores (3570 scores) were used to examine the predictive validity of the tests. Data from questionnaires were analyzed using frequencies and percentages and the results were shown in tables. For the comparison of the test scores between midterm tests and the end of course assessment test Pearson Product Moment Correlation Coefficient was used. To examine the differences between test scores of students from different faculties a One-way ANOVA was run. The frequencies of the course objectives (grammar and reading) were compared with the test items in the end of course assessment and the results were shown in tables. The results of the questionnaires indicated that according to the instructors of DBE, only the grammar and vocabulary parts of the end of course assessment test represent the course objectives. Regarding listening, speaking and writing skills, results indicated that instructors wanted these skills to be tested in the end of course assessment test. The results of the comparison of the test scores indicated that the degree of overall predictive validity was very high ranging from r =.90 to r =.72 at p=<.01 significance level. However, predictive validity of tests results for students from different faculties was not always significant. It varied from r =.90 to r =.-35. The results of the comparison of the course objectives with the test indicated that the test items were not constructed according to their frequencies in the course books. The findings suggest that the end of course assessment test administered at DBE at Hacettepe University should be revised to include writing, listening and speaking since these are parts of the course objectives. Another suggestion is that the course content of DBE should be revised with regard to time spent on language skills and be reorganized in order to be equally fair to the students from all faculties.
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