The Relationship between progress tests and the end of course assessment test at foundation level at Bilkent University school of English Language (BUSEL)
Bilkent Üniversitesi İngiliz Dili Meslek Yüksek Okulu başlangıç seviyesinde verilen ara sınavlar ve dönem sonu sınavı arasındaki ilişki
- Tez No: 89713
- Danışmanlar: DR. NECMİ AKŞİT
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, İngiliz Dili ve Edebiyatı, Education and Training, English Linguistics and Literature
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1999
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Yabancı Diller Eğitimi Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 110
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ABSTRACT Title: The Relationship between Progress Tests and the End of Course Assessment Test at Foundation Level at Bilkent University School of English Language Author: Müge Ayşe Gencer Thesis Chairperson: Dr. William E. Snyder Bilkent University MA TEFL Program Committee Members: Dr. Necmi Akşit Bilkent University MA TEFL Program Dr. Patricia N. Sullivan Bilkent University MA TEFL Program Michele Rajotte Bilkent University MA TEFL Program Testing has always been an important part of every teaching and learning experience. Tests can serve a number of purposes. One of the important ones is that tests can help identify the strengths and weaknesses of learning so that necessary help can be provided to learners. The goals of this study were to investigate both the extent to which overall scores on progress tests were indicative of students' performance on the end of course assessment test and the extent to which each section on progress tests were indicative of performance on the end of course assessment test in Group l,who studied 2 weeks at zero beginners and 14 weeks at beginners levels, andin Group 2, who studied 16 weeks at beginners levels at Bilkent University School of English Language (BUSEL). The subjects were 223 beginners level students. 98 of them were in Group 1 and 125 of them were in Group 2. The students in Group 1 consisted of only 4-year students whereas those in* Group 2 included both 2-year and 4-year students. Group 2 was a heterogenous group. The overall scores and breakdown scores of students in both groups were gathered and analyzed systematically using Pearson Product -Moment Correlation Coefficient. The study revealed that all the correlations of overall scores on progress tests and on the the end of course assessment test were positive and statistically significant at p
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