An Investigation of validity of the placement test administered by Osmangazi University Foreign Language Department, Eskişehir
Osmangazi Üniversitesi Yabancı Diller Bölümü tarafından uygulanan yerleştirme sınavının geçerliliğinin araştırılması
- Tez No: 64921
- Danışmanlar: DR. TEJ SHRESTA
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1998
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Eğitim Bilimleri Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 122
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Özet (Çeviri)
ABSTRACT Title: An Investigation of Validity of The Placement Test Administered by Osmangazi University Foreign Languages Department Author: Ümit Özkanal Thesis Chairperson: Dr. Bena Gül Peker Committee Members: Dr. Patricia Sullivan Dr. Tej Sheresta Marsha Hurley Language testing, especially testing of English as the lingua franca of this era, has been an important part of education in Turkey as well as in other countries. Parallel with the development in teaching, language testing has used different testing methods, each having its advantages and disadvantages. A good test may be defined as a test that is both reliable and valid serving its aim properly. This study sought to find one of the qualities of a good test: validity of the placement test prepared and administered by the Foreign Languages Department of Osmangazi University. The hypotheses were that the placement test had some deficiencies in terms of validity, especially content and predictive validity. The writing section of the test did not seem to measure what it was intended to measure since the questions in the test did not match with the course content and objectives. The aim of this research was to describe the situation of the placement test in terms of validity. In this study, the opinions of prep school and engineering faculty students as well as prep school and engineering faculty instructors were investigated. The materials used in this study were questionnaires, interviews and twenty-six students' placement test scores and first term grades at the prep school. For prep school students, faculty students, prep school instructors and faculty professors different questionnaires and interviews were given. The researcher also examined twenty-sixstudents' grades both in the placement test and quizzes and mid-terms in the Fall term to get an idea on the predictive validity of the test. To analyze the data, first frequencies of questionnaires' results were determined, their percentages were calculated and finally the results were transformed to figures. Interview results were put in narrative form under each group's questionnaire results. Coefficient correlation related to predictive validity was displayed at the end of Chapter 4. According to the students and instructors, there seems to be no consistency between the writing section in the placement test and writing activities held in class. This result was expected by the researcher since, in the placement test, students are not required to write anything instead they are supposed to answer multiple choice questions such as finding relevant or irrelevant sentences in a paragraph. The results of the investigation of predictive validity shows that there is a big gap between the grades achieved in the test and first term results. The reason for this difference may be due to the students' efforts during the term to pass the prep school successfully. Perhaps the students did not give importance to the test and answered the questions arbitrarily. To conclude, the placement test can be said to have validity to some extent. However, to increase its validity, the writing section of the test should be revised and a paragraph writing or TOEFL like writing section should be added to the test. The number of questions for each skill should be balanced, for example, the number of grammar questions may be decreased.
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