TEACHER EDUCATORS’ CONCEPTIONS ON LANGUAGE ASSESSMENT  LITERACY: A CASE STUDY FROM TÜRKİYE

KAPUCU, Gamze

TEACHER EDUCATORS’ CONCEPTIONS ON LANGUAGE ASSESSMENT LITERACY: A CASE STUDY FROM TÜRKİYE

dc.contributor.author	KAPUCU, Gamze
dc.date.accessioned	2024-01-25T07:15:05Z
dc.date.available	2024-01-25T07:15:05Z
dc.date.issued	2023	en_US
dc.date.submitted	2023
dc.department	Fen Edebiyat Fakültesi	en_US
dc.description.abstract	This study investigated how teacher educators in Türkiye conceptualize Language Assessment Literacy and the relevancy of Taylor‘s (2013) Language Assessment Literacy model in the Turkish context. This qualitative research was carried out with faculty members working in English Language Teaching departments of various universities in Türkiye. Data collection was conducted using a semi-structured interview guide and closed-response questionnaire items developed by Bøhn and Tsagari (2021). According to the findings of this study, the perceptions of teacher educators regarding Taylor‘s Language Literacy Model have revealed a framework comprising theoretical knowledge of assessment, competence in scoring and statistics, language pedagogy knowledge, content knowledge, and social context knowledge. The research findings suggested the need for establishing a comprehensive Language Assessment Literacy culture within the language assessment field.	en_US
dc.identifier.uri	https://hdl.handle.net/20.500.12507/1969
dc.identifier.yoktezid	TezIDyok
dc.language.iso	en
dc.publisher	Çağ Üniversitesi/Sosyal Bilimler Enstitüsü	en_US
dc.relation.publicationcategory	Tez	en_US
dc.rights	info:eu-repo/semantics/openAccess	en_US
dc.title	TEACHER EDUCATORS’ CONCEPTIONS ON LANGUAGE ASSESSMENT LITERACY: A CASE STUDY FROM TÜRKİYE
dc.type	Master Thesis