An Investigation of the content validity and backwash effect of the end-of-term oral assessment test administreted at Hacettepe University, Department of Basic English (DBE)
Hacettepe Üniversitesi, Temel İngilizce biriminde 1998-1999 öğretim yılında uygulanan dönem sonu sözlü sınavının içerik olarak geçerliliği ve bu sınavın dönem içindeki İngilizce öğrenimine etkisi
- Tez No: 89714
- Danışmanlar: DR. PATRİCİA SULLİVAN
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- 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: 88
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Özet (Çeviri)
ABSTRACT Title: An Investigation of the Content Validity and Backwash Effect of the End-of-Term Oral Assessment Test Administered at Hacettepe University, Department of Basic English. Author: Hasan 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 content validity and backwash effect of the end-of-term Oral Assessment Test (OAT) administered at Hacettepe University, Department of Basic English. The end-of-term OAT is a final achievement test used to measure students' oral language abilities. The content validity of the OAT was investigated in terms of consistency between the learning goals set for the students in the course book content and taught in the language program and the content of the OAT. A related issue to the content validity was the backwash effect of the OAT, which is the effect of the test on teaching and learning in the classroom. The idea behind this study originated from overhearing complaints from the teachers and students that the OAT did not test what students had learned in the framework of the course book content. For this reason, I launched this study to investigate the content validity and backwash effect of the OAT. This study included three groups of subjects: 14 B-level subject teachers and two testers, 62 B-level students and three administrators.To gather data, questionnaires were given to the three groups of subjects mainly to obtain their opinions about the course book content and the content of the OAT. Apart from that, the types of speaking tasks in both the course book and the OAT were identified and compared with each other with the aim of revealing consistency. Data from questionnaires were analyzed using frequencies and percentages and the results were shown in tables. For the comparison of the speaking task types between the course book content and the OAT, the types of speaking tasks specified in the course book content are documented and then matched with those tested in the OAT. The results of the documentary analysis of the types of speaking tasks both in the course book content and content of the OAT showed that although there were 13 types of speaking tasks occurring in the course book, only three of them were on the OAT. This resulted in a low degree of the content validity of the OAT. The results of the questionnaires supported the findings of the documentary analysis above indicating that the majority of the speaking task types in the course book were not included and tested in the OAT, which proved inconsistency to a certain extent. In addition, through the questionnaires, it was revealed that students did not put a lot of time and effort in the classroom on the types of the speaking tasks which were not tested and were of no value in terms of passing or failing the OAT. The findings suggest that the content of the OAT should be redesigned to include a greater variety of speaking tasks, such as discussions, role plays, and simulations. Another suggestion is that an oral assessment test should be administered at least twice a term in addition to the one administered at the end of the term.
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