Abstract:

Language teaching consists of four basic language skills such as listening/watching, speaking, reading, and writing. Turkish textbooks also include activities related to the acquisition of language skills available in the curriculum. Curricula recommend using complementary measurement-evaluation tools in the measurement-evaluation processes of language skills. One of the complementary measurement-evaluation tools is self-assessment. In this regard, this study aims to examine the self-assessment practices in secondary school Turkish textbooks. This study used the basic qualitative research design, one of the qualitative research methods. The study materials of the study consisted of secondary school Turkish textbooks that have been in practice since the 2019-2020 academic year. The data were collected with the examination of the activities in the textbooks and the measurement-evaluation questions at the end of the theme. Descriptive analysis technique was used during data analysis. Textbooks were transferred to the MAXQDA 20 qualitative data analysis program, and the analyses were made via this program. The results suggested that self-assessment practices were rarely included in the secondary school Turkish textbooks, and that they were not included at all at the 6th-grade level, self-assessment practices for speaking and writing skills were included, but those for reading and listening/watching skills were not except for the 5th-grade. Based upon these results, various recommendations were provided as to include self-evaluation practices in textbooks at each grade level and self-assessment practice related to text-related learning outcomes at the end of each text as well as using self-assessment practices more frequently in Turkish teaching.

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